93 10 3494 https://omeka.ibu.edu.ba/files/original/26852fe54245380689f9aee232d5513b.pdf 8e56d887f2a26e2db88c5811359a2d1e PDF Text Text Effective Classroom Management in Relation to Classroom Routines and Rules M. Yavuz KONCA Ataturk University Kâzim Karabekir Education Faculty English Teaching Department Erzurum, Turkey ykonca@hotmail.com Rabiye OTUGEN Ataturk University Kâzim Karabekir Education Faculty English Teaching Department Erzurum, Turkey r.kitap@hotmail.com Abstract: Much research has looked at the effect of classroom management on the quality of teaching and learning activity, and set up principles of effective classroom management. However, how to put these principles into practice in a typical classroom is still a question to be answered in the minds of new teachers in profession and most of those already in the field of education. This paper which reinforces the findings and suggestions from many previous works, not only presents findings from these studies, but also includes some recommendations about how to put them into practice. Using a simple table, it organizes the mostly-known principles into usable, concise formats. Four topics are considered: (1) the need for forming rules and establishing routines in a classroom; (2) the relationship between routines and classroom management; (3) the basic principles of establishing routines in relation to classroom participation and discipline; (4) the practical ways of putting wellknown rules into practice. Introduction Classroom Management which is said to be a primary concern of teachers ever since there have been teachers in classrooms, and known to be of great importance to both new teachers in profession and those already in the field of education, is described as “the orchestration of classroom life” including planning, organizing, arranging the environment for optimum efficiency, monitoring student problems, and anticipating potential problems (Heimlich, 1988); or, as the actions teachers take to create an environment that supports and facilitates both academic and social emotional learning ( Evertson & Weinstein, 2006). However, few problems associated with teaching receive more attention than classroom management and discipline (Doyle). Classroom Management is a topic of enduring concern for teachers, administrators and the public. It consistently ranks as the first or second most serious educational problem in the eyes of general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years (Handbook of Classroom Management). The first reason why classroom management receives so much attention and ranks as a problem is considered to be the preservice programs which do not adequately stress the requisite concepts and skills needed for helping prospective teachers prevent and deal with the discipline problems. Some trainers still feel that their training leaves them underprepared for the daily realities of managing and maintaining a good standard of pupil behavior in the classroom (Jones, 2006). Secondly, classroom management is needed for the efficiency that teachers must have. If the teacher is ineffective, students under that teacher’s tutelage will achieve inadequate progress academically, regardless of how similar or different they are regarding their academic achievement (Wright, S. Paul et al., 1997). However, Good and Brophy (1984), in their investigation of teachers basic skills and efficiency, found that many teachers felt their worth as a teacher was directly related to their success of implementation of management skills. Thirdly, and, most importantly, effective classroom management should be a priority simply because effective 6 �teaching and learning can take place in a well- managed classroom. Brophy and Evertson (1976) concluded that almost all surveys of teacher effectiveness report that classroom management skills are of primary importance in determining teaching success. Because, if teachers cannot control their own classroom situation, they cannot effectively teach (Watson, Scott, et al., 2007). How to Accomplish Effective Classroom Management Despite the generally recognized importance of classroom management, it has remained a murky area of conflicting ideas and vague rules. Teachers regularly complain that they receive little practical help in facing the realities of teaching (Doyle). The reason lies in the fact that each class and each teacher is unique. Teachers have different personalities and philosophies; different objectives and strategies of teaching, as well as their students who also have different goals and personalities. Therefore, it is possible to talk about different methods for achieving effective classroom management. However, the answer to the question “Which method is the most effective one?” is, also, not clear. Teachers who are unique need to realize that they are the ones who are responsible for, choosing and applying, or, even, creating the best method for their unique class in order to achieve classroom management. Though there is not a certain way that leads teachers to effective classroom management, studies suggest the following principle to get it: create a positive working atmosphere, which is far from misbehaviors partly because students actively engage in learning activity, which make them feel special and give them a sense of achievement; and partly because a set of classroom rules, the consequences of which are also compiled by students themselves. Thus, there are two priorities to achieve classroom management: (1) minimized discipline problems and misbehaviors; (2) maximized students’ participation. Teachers can handle most misbehavior with the use of eye-contact, voice, facial expressions, and other body language, but it is recognized that the key to success is not how you deal with misbehavior but rather how you prevent misbehavior occurring to start with. A crucial aspect of pre-empting misbehavior is establishing clear rules and expectations in regard to classroom behavior. The work of forming rules may sound inappropriate and authoritarian, especially to those who always prefer to put “tolerance” at the top of their principles, but setting some rules clearly and consistently is almost “a must” to be able to function effectively in the classroom. Because, if there are no apparent rules and procedures that guide behavior, chaos becomes the norm. In these situations, both teachers and students suffer (Maranon, Robert J., et al., 2003). In order to ensure that classroom activities do not lead chaos and conflict, a number of rules and procedures need to be adopted. However, effective teaching is greatly facilitated if classroom rules are laid down and enforced. As Woolfolk-Hoy and Weinstein (2006) summarized in the Handbook of Classroom Management, the majority of teachers who tends to a “traditional” or “custodial” orientation to classroom management believe in strict adherence to rules, and the ones who tend to a “liberal progressive” or “humanistic” orientation to classroom management believe in democratic principles and the importance of self-discipline. What one can conclude from this study is that whatever the teachers with different kinds of orientations believe in, there is something mostly accepted: the need for using some principles to achieve discipline in classrooms. Generally, teachers seem to prefer neutral or positive/supportive interventions over negative / punitive actions, but control oriented strategies, such as reminders of rules of behavior, threats to punish, and actual punishment, are seen as appropriate for hostile, aggressive, disruptive, and defiant students( Brophy& McCaslin, 1992 ). However, almost all discussions of misbehavior make reference to the qualities of effective teaching which sustain pupils’ engagement in the learning activities in hand and it is the teacher’s ability to keep pupils engaged in the learning experience which is of fundamental importance for maintaining discipline (Chris Kyriacou). To a large extent, ‘participation’ which is, also, considered by both female and male students to be one of the factors related to effective learning and to result in more positive views of learning experience (Sadker&Sadker, 1994), can be maximized by the effective use of participation and evaluation sheets which can be as simple or as complex as teachers desire. Doyle noted that if students have the impression that work will not be graded or that any answer is acceptable, then involvement is low unless the activity is exceptionally interesting. Essentials of Establishing Classroom Rules Establishing the rules as early as possible is crucial. Studies have shown that experienced teachers are very clear about the classroom rules they expect to be followed when they first meet their new classes at the start of the academic year (Wragg, 1993; Wragg&Wood, 1984). Also, in an interview-based research (Jan van Tartwijk, et al., 2008) involving authoritative, tolerant-authoritative and directive teachers, it was concluded that almost all teachers 7 �emphasized the importance setting rules, especially at the start of the lesson; sticking to their own rules; being clear about rules and procedures in the classroom; making students follow these rules, as a condition for creating an orderly working climate. This research not only shows how teachers of different styles are agreed on the importance of classroom rules, but also, partly, answers the question asked above, because it emphasizes some essentials such as clarity, continuity, and consistency. The following highlights the basic characteristics of best classroom rules and how to put them into practice. A Model Putting Principles Into Practice In attempting to answer the question above, this study presents a model based on the principles confirmed by researches and suggested by experienced teachers. At the top of the model which was developed with support from an English teacher with 25-year experience, H.Ozkan, there is a classroom contract which is rearranged at the every beginning of every school year, which is called to be a critical time for achieving order in classrooms. As it was concluded in the studies of Evertson & Emmer (1982), and Sanford & Evertson (1981), early attention to classroom management at the beginning of the school year is a critical ingredient of a well-run classroom. “It is time when basic rules and procedures are established. Moreover, the teacher’s ability to manage activities is on display for the first time. Successes or failures at this stage have consequences for the rest of the year.” says Doyle . Such a contract works, especially, for building a mutual respect between teacher and pupils, the importance of which cannot be overestimated. Because, generally speaking, the most effective classroom appear to be there in which atmosphere is task oriented, but at the same time the social and emotional needs of the pupils are met by establishing mutual respect and rapport. (The Book of Essentials of Teaching) CLASSROOM CONTRACT Date:………………….. Class:…………………. This contract has been arranged by the teachers and students of …………School in order to provide an effective learning and teaching environment with mutual respect. The contract is rearranged at the every beginning of every school year, and it is signed by the teachers and students after reading the rules one by one. Then, it becomes valid throught the school year. …………………………………………………… …………………………………………………… …………………………………………………… The students, teachers and parents signed the contract accept, also, to pay the consequences agreed in case the rules are disobeyed. Student ……………… Teacher ……………….... Table 1. Sample Classroom Contract A classroom contract is, also, expected by students who know that it is arranged to maximize their success and minimize confusion in which they cannot learn well. In Marsh et al.’s study (1978), pupils put the teachers whose discipline is weak among the factors that ‘provoke’ them misbehave. Doyle noted that students expect their teachers to be able to keep order and admire those who manage classrooms well. According to Chris Kyriacou, pupils are very sensitive to the teacher’s ability to establish such rules, and will often test out how a teacher will cope with an infringement in order to clarify the rules and how they will be operated. In the model mentioned above, the set of rules which forms the contract is compiled following the general principles suggested by the studies of effective classroom management. First of all, considering his/her educational philosophy and how can it be expressed through the rules, or, gathering sample rules that have worked for other teachers, the teacher compiles a list of classroom rules which should be routinized in time. “To establish an atmosphere of mutual respect, it is a good idea to provide your students with a description of the kind of the 8 �classroom environment you’d like to have”, suggests Dr.Cynthia Anderson. This description (or set of guidelines) should use a positive tone to inform your students about not only what you expect from them, but what you promise to do yourself. In addition, to increase the effectiveness, it should be firm, build mutual respect, emphasize the positive, be consistent, and avoid idle threats. On the first day of the school year, students are informed about the necessity of a classroom contract to make the classroom safe and to create a positive atmosphere that facilitates their learning. Then, as a beginning-of–year activity, the copied rules the teacher listed are discussed and rearranged. Students are involved in making up the rules with the teacher’s guidance. As a mostly-known fact, the more the class are involved in making up the rules, the more these rules and their consequences are obeyed, because of the feeling of responsibility for the actions. Throughout the process, using negatives and dictating rules without explanations are avoided, the rationales behind the rules are certainly explained. After making up the rules, the contract is signed by both the class and the teacher. Two copies of it are handed to each student. The first must be kept in their files and the other must be signed by parents and returned to the teacher to be kept. If the parents are informed of the rules their child must obey, then the teacher won’t experience much difficulty when he/she is confronted with the misbehavior of the student. The signed contract, also, puts the teacher in a good place in the eyes of parents, because a teacher with effective management skills is always desired and admired by parents. However, forming a classroom contract is just the beginning to accomplish effective classroom management. The efficiency and functionality of a classroom contract depend mostly on the teacher’s ability to apply it and two essentials to be kept in mind: ‘consistency’ and ‘continuity’. The first one, ‘consistency’, requires the teacher to deal with a misbehaving student in a very similar manner as he/she did another student. Its effect can be explained as follows: if teachers are consistent with the way they handle uncivil or inappropriate behavior in their classrooms, and if they set good examples themselves, they will find that their students will begin to follow the guidelines they have set, and may even help them to enforce the rules. The second, ‘continuity’ helps the classroom activities and rules become routines. Teachers who establish routines in their classes feel at ease, and have extra time for constructive teaching. Since events happen fast in classrooms, and, during a limited class period immediate and unpredictable events or interruptions can frequently take place, teachers are always in need of establishing routines to be able to act fast and avoid wasting time. Renee Rosenblum, calls children as ‘creatures of habit’ and stresses the need for routines, “School children work beautifully when they know what is expected of them… Homework, classroom chores, and certain structured lessons can easily be routinized. You will find that routines will provide you extra time for constructive teaching instead of spending time giving unnecessary explanations.” In addition to their positive effect on reducing confusion in classrooms, routines have also such an effect on students’ participation that the more the routines are established in a classroom, the higher the involvement is, because students are aware of procedures and their sequence, in other words, they are familiar with the classroom activities. In the system mentioned above, many activities are routinized through the rules provided in classroom contract, and their consequences are recorded on a table. Table 2, is a sample including main classroom activities to be routinized in a typical classroom. However, it should be kept in mind that the use of the table is very practical, but will need to be adopted for the age groups that teachers are teaching and/or the classroom environment in which teaching takes place. In other words, the success of the table depends on the teacher’s ability to use it effectively. MONTHLY GRADING FORM MONTH………………. No Name& Surname 1 2 3 4 5 A: Activity A3: File A1 A2 LEVEL………………………… A3 A4 A5 1 2 3 A1: Quizes and Projects A4: Participation Average General Exams 1 2 3 FINAL GRADE A2: Notebook A5: Discipline 9 �Table 2. Monthly Grading Form According to table 2, there are five main activities that can be routinized in a classroom: quizzes and projects, notebook, file, participation, discipline. Of course, teachers can change its content as they desire. However, general exams are out of “routinized” activities although they are included in the table. The reason is that they are added directly to the general average, not to the average of other activities. To function, the table also requires some sub-tables for each activity on it - different sheets for participation, homework, quizzes, etc. During each 4-week period, each student’s activities are graded by the teacher as it is agreed in the classroom contract, and they are recorded on those sub-tables or sheets. At the end of the period, the average of each activity is calculated one by one for each student and is recorded on the monthly grading form above. Though the content of the sub-tables can differ from teacher to teacher, they mainly work for achieving the same goal: keeping good records of pupils’ progress in order to provide a useful basis for (1) feedback to pupils about their progress, which is of immense importance in contributing to motivation and further progress, and (2) report on pupils’ progress on a regular basis to parents, both in the form of written reports and during meetings with them. File Grading Sheet No Name& Surname Date C1 C2 C3 C4 C5 Final Grade 1 2 3 4 C: criterion C3: Quiz Sheets C1: Cover and Design C4: Correction Pages C2: Handouts C5: Signatures Table 3. Sample Sub-table: File Grading Sheet The following are some of the rules for each routinized activity, which are required by the mentioned management system. However, what is crucial here is that the rules should be modified by teachers who know the best for their students. Exams & Quizzes Students whose parents call the teacher and tell the excuse, has a right to take the exam or quiz which wasn’t taken on scheduled time. Students failed in a quiz have the same right that the students mentioned above have. But the mark they got for the first quiz is also recorded and valid. Quiz sheets are signed by parents and kept by students in their files, just after the handouts to which they are related. All students who couldn’t get full point in a given quiz prepare a “Correction Page” on which they write the right answers of the wrongly answered or not answered questions on their sheets. Correction pages are also kept in the files. At the end of the month, while grading the files, the teacher records -2 points for each correction page which is not prepared and kept in the file, or not prepared according to the rules of the agreement. ………………. Homework 10 �Homework is mostly given daily and involves about 30 minutes of work at home. The teacher checks the homework everyday regularly and records if it is done or not. The parents whose child hasn’t done his/ her homework 3 times are informed by the teacher. Homework must be free of errors as much as possible and should be written clearly to be accepted as a full one. Each homework that isn’t done, makes the student lose 2 points out of his/her monthly grade of homework. The student who didn’t do the homework given the day before is responsible for the same homework for the next day. The student who gets -2 points for not doing the homework on scheduled time, gets another -2 points if it is not done the next day. However, if it is done, the -2 points recorded the day before remains. …………………. Files Handouts are kept in files clearly and orderly. Students write their names and surnames on each handout to make the teacher sure that no student uses the other one’s handouts at the time of grading. Students are free to make some extra covers for the topics in their files. While grading files, the following are taken into consideration: Does it have a sticker on it? Is the student’s name written on each handout? Are there any missing handouts, quiz sheets, or correction pages? What about the design of the sheets inside? (Their orders etc.) Does each quiz sheet have the signature of the parent? …………….. Discipline and Participation At the beginning of every lesson, “Classroom Discipline” is written on the right side of the board. During the class period, the student whose name is written under the title of “ Classroom Discipline” gets -2 points because of misbehaving ( misbehaviors are provided in the classroom contract), missing materials such as notebook and files, not being able to answer the question that has been answered 3 times before , and so on. During each 4-week period, each student has a right to get ten “pluses”, each of which is 10 points, and the total of which is 100 points, to be recorded as the grade of participation on the monthly grading form. Each answer to each question is graded out of 10 points by the teacher according to the degree of correctness (The more the students participate and give correct answers, the higher marks of participation they get) ………………….. At the end of each month, the teacher prepares the monthly grading form according to the sub-tables. One or two class period is spent by evaluating the grades on this form. However, how the process of evaluation is also crucial. If the teacher wants to use it as an effective tool for achieving effective classroom management, it must be done in such an atmosphere that all members of the class must consider it as a breathtaking moment. The process is as follows: The student whose name is announced comes to the board and the teacher reads his/her monthly grades for each activity- except that of discipline. The student writes his/her grades one by one on the board. At the same time, another student sitting at his/her table calculates the average with the help of a calculator. It is better if the teacher calculates them before coming to the classroom to be sure the correctness of it and not to waste time. Then, the result is written on the board and after that the critical time comes. Because, it is time to announce the mark under the title of “Classroom Discipline” that shows to what extent the student obeyed the classroom discipline rules 11 �throughout the month. It is important because it makes the student lose or gain some points out of his/her monthly average. It is possible that a student with high marks of homework, participation, and even quizzes can have a low mark as monthly average because of his/her misbehaviors called as “discipline”, and vice versa. By this way, the teacher emphasizes the importance of obeying classroom discipline rules and gets stronger on the way of achieving effective classroom management for the next month. Next day, a list prepared by the teacher according to the final grades calculated the day before is put on the noticeboard. This list also shows the student who will become the chief of the classroom for the next month- as a rule, the student with the highest final grade is listed at the top and becomes the new chief. 12 �Monthly Report ENGLISH Date:…………….. Name and Surname:………………………. Quizzes and Projects Common Exams Homework Discipline Notebook and File Participation Average Frequency Dear …………, Above are all the grades the student received in the last 4-week period. For better grades and further progress in the next period, your contributions, supports and comments are always requested. Yours faithfully Teacher of English ……………………………… Head of English Department ……………………………………. Your Comments: ………………………………………………………………………………………………… …… ………………………………………………………………………………………………… …… Table 4. Monthly Report to Inform Parents 13 �The next step: to form a monthly report on student’s progress to be sent to the parents (Table-3). The report including all the marks the student got during the month and the teacher’s comments has also a part separated for parents’ comments and recommendations. Although many teachers complain that producing such reports is very time-consuming, in order to contribute to motivation, further progress and even the effectiveness of classroom management, writing reports that are fair, valid and meaningful to the reader works well. The key point here is that teachers need to make helpful and constructive comments. Where they need to be critical, their comments should usefully point to what needs to be done in future to improve matters (Kyriacou, 1998). Thus, teachers may have a chance to keep the parents informed of the progress or lack of progress of their child, and to arrange parent conferences to discuss what is better to do in the next month. Conclusion This study which has described a foundation for effective classroom management, has supported the following notion: “At all public school grade levels, effective classroom management has been recognized as a crucial element in effective teaching. In addition, poor management wastes class time, reduces student’s time on task and detracts from the quality of the learning environment.”(Emmer, Edmund, et al. 1982) Throughout the study, an attempt has been made to explain the relationship between classroom rules and effective classroom management. It has been emphasized that establishing ‘routinized’ classroom rules is an essential aspect of the effective classroom management. In addition, essentials of setting classroom rules and putting them into practice are highlighted. In the light of principles confirmed by researches and suggested by experienced teachers, a practical way of achieving classroom management is described with a model-based approach. The model which was presented wanted to answer the question: How can classroom rules be established and routinized in order to achieve effective classroom management? It has been concluded that a well-prepared classroom contract with the rules which are firm, consistent, emphasizing positive and established at the start of the academic year with the involvement of students, can be used as a tool to create a positive working atmosphere in classrooms, and build a mutual respect between the teachers and students, both of which are considered to be priorities to accomplish a well management in classrooms. However, the importance of creating routines- standard procedures for putting names on papers, seeking teacher assistance, and handling in papers, for example-was explained, and it was noted that such a kind of work provides more involvement of students, and reduces confusion in classrooms, because of the familiarity of the activities. As the basic tools for establishing routines, evaluation sheets were considered and how to use them effectively were exemplified with tables of rules, which can freely be modified by teachers according to the environment of their classes. The comprehensiveness and orderly presentation of this work which can be considered as a guide to effective classroom management achieved by establishing routines in relation to participation, discipline and even homework will be helpful to educators, and its easy-to-practice principles will help, especially, new teachers to develop their own classroom management skills. References Evertson, Carolyn M., &Emmer, Edmund T.(1982).Effective Management at the Beginning of the School Year in Junior High Classes. Journal of Education Psychology 74 (4): 485-498 Jones, Vernon.(1996).Classroom Management.Handbook of Reseach on Teacher Education. 2nd edition, ed.John Sikula. York: Simon and Shuster. New Marzano, Robert J., Marzano, Jana S.&Pickering, Debra J. (2003). Classroom Management that Works: Research-Based Strategies for Every Teacher.Association for Supervision and Curriculum Development. Tucker,L., Plax, T.G., &Kearney, P.(1985).Prospective Teachers’ Use of Behaviour Alternative Techniques. Paper presented at the communication theory and research interest group of the Western Speech Communication Association Conference, Fresno, CA. Doyle, Walter.(1985).Recent Research on Classroom Management.Journal of Teacher Education, Vol. 36, No. 3, 31-35 14 �Watson, Scott, Goodwin Michelle,&Ackerman Beth.(2007).Improving Instruction for Teacher Candidates in Classroom Management and Discipline Issues.Liberty University, Lynchburg, VA 24504. AACTE February 2007 Jones, Vernan F., &Jones, Louise S.Comprehensive Classroom Management: Creating Positive Learning Environments. Crombie, Gail, Pyke, Sandra W.,Silverthorn, Nadia, Jones, Alison,& Piccinin Sergio.(2003).Students Perceptions of Their Classroom Participation and Instructor as a Function of Gender and Context.Journal of Higher Education, Vol.74, No.1 (Jan.Feb., 2003). Published by: Ohio State University Press Van Tartwijk, J., den Brok, P., Veldman, L., and Wubbbels.T.(2009).Teachers’ Practical Knowledge about Classroom Management in Multicultural Classrooms. Journal of Teaching and Teacher Education , 25 (2009) 453-460 Rosenblum, Renee.You have to go to school …You are the teacher: Corwin Press, Inc. A Sage Hayden, Kellie (2008).Top Five Classroom Management Strategies: Article published on Oct 3, 2008 Doyle, Walter.Classroom Management. Institution Kappa Delta.West Lafayette, Ind. Pub date 80 Jones, (2006).Teacher Development Agency.(2007) Kyriacou, Chris, (1997) .Effective Teaching in Schools- Theory and Practice, second edition. Kyriacou, Chris, (1998) .Effective Teaching Skills, second edition. Scott, Wendy A. & Ytreberg, Lisbeth H. Teaching English to Children.Longman Keys to Language Teaching .(1990). 15 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 312 Title A name given to the resource Effective Classroom Management in Relation to Classroom Routines and Rules Author Author KONCA, M. Yavuz OTUGEN, Rabiye Abstract A summary of the resource. Much research has looked at the effect of classroom management on the quality of teaching and learning activity, and set up principles of effective classroom management. However, how to put these principles into practice in a typical classroom is still a question to be answered in the minds of new teachers in profession and most of those already in the field of education. This paper which reinforces the findings and suggestions from many previous works, not only presents findings from these studies, but also includes some recommendations about how to put them into practice. Using a simple table, it organizes the mostly-known principles into usable, concise formats. Four topics are considered: (1) the need for forming rules and establishing routines in a classroom; (2) the relationship between routines and classroom management; (3) the basic principles of establishing routines in relation to classroom participation and discipline; (4) the practical ways of putting wellknown rules into practice. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/9ded0889801cb567dd98d4cf53777507.pdf 7b1b809bac1451839c82f99e24324079 PDF Text Text ������     ���������   ���  ���  �   �����    �  �LITERATURA    �           �         � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3296 Title A name given to the resource Effective Protection of BiH Consumers from Unsafe Products and Streamlining the Export of BiH Products on the Regional and EU Markets Author Author Mujčinović, Amila Abstract A summary of the resource. Summary: The immediate objective and key problem this research aims to address is lack of current and unique policy on general product safety, particularly in the area of technical industrial products, which leads to fact that the BiH is the only European country which does not regularly apply assessment of conformity of domestic and imported products with legally binding technical requirements before these products are placed on the market. In that way BiH has big trade deficit, and protection of lives and health of BiH citizens and removal of barriers for export is at very low level. New Approach to harmonization of technical regulations in the EU and based on that to show the need for defining an adequate model for fast and complete Europeanization of technical regulations in BiH by transposing the EU New Approach Directives. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-5706 K Law (General) https://omeka.ibu.edu.ba/files/original/ba17c788b2c620bec538038042760b32.pdf c749efd14559006233de037b80a8b5f6 PDF Text Text Effective Team Communication Role in Project Implementation Success Ionela Gavrilă-Paven ”1 Decembrie 1918” University of Alba Iulia, Faculty of Economic Sciences Romania ionelapaven@yahoo.com Mălina Cordoș ”1 Decembrie 1918” University of Alba Iulia, Faculty of Economic Sciences Romania malina_cordos@yahoo.com Abstract: In project implementation communication efficiency is very important and also difficult to measure. The research team tried to analyze the communication process at the level of project teams, underlining issues related to the communication between team members and communication team and the other departments/organization/representatives. Communication efficiency in project implementation depends strongly on the communication between team members and on the method used, but also it has to be considered the importance of communication at group level. Key words: team communication, project implementation Introduction Communication represents the starting point in any activity, so efforts should be made for the communication to take place under optimum conditions, to avoid interference that may arise, and the teams working communication is to be effective and to facilitate achievement goals. The team is a small group which is the basic unit of any organization in which activities and interpersonal relationships generated by the organization are initiated and conducted or a subjective fact which can be studied from the outside. According to M. Serif (1969) team is defined as "a social unit consisting of a number of individuals who find each other in the role and status relationships established over a period of time and has a set of values or rules governing mutual behavior, at least in matters concerning the team". A very important aspect that should be noted is that inside the small groups such as teams, relations are "face to face". The binder of the group is the interrelations - specifically their density - and common goal, 63 �resulting in collective cohesion. In short, the group is not a phenomenon purely additive, an aggregate of persons only in physical proximity relationships. This could be the beginning of formation of a group that already means a minimal organization, differentiation of roles in relation to the activity (A. Neculau, 1974). Within the common goals appear helpful goals, segmentation, resulting in an overall alignment and harmonization. Amid functional relations arising from common activities - develop relations of influence and mutual attraction, which is not a simple continuation of the first, but neither are formed independently of them. Psychosocial group reality manifests its pressure and influence on members, reward and penalty system works perimeter formal or informal group that selects or repress individual behaviors. As a result the element of the consensus appears. Mutual relationships are established, based on both emotional as well as functional. The Group offers the satisfaction of achieving goals and validation by consensus of attitudes and values. A 2012 report by PwC shows that organizations with effective and efficient communication methods are more likely to stay within scope, meet quality standards and deliver intended business benefits8. True communication is rare—much of which comes down to a fundamental difficulty in communicating with the appropriate clarity and detail. Research metodology This study was conducted by a team of researchers from the Department of Economics and Business Administration from the Faculty of Economic Sciences, from "1 Decembrie1918" University of Alba Iulia supported by the Agency for Regional Development. Aim of the study was to identify communication problems faced teams from the organizations implementing EU-funded projects. In this sense was developed a questionnaire aimed at communication issues within the team, relationships with colleagues and line manager, means of communication within the team, as well as issues related to the atmosphere created within the team. For the questionnaire the research team requested the assistance of the Agency for Regional Development. We asked for the support of this institution because it was used a database made up of representatives of various organizations that have implemented or implemented in the moment when the survey was done, some EU-funded projects. Moreover, with the assistance of the Agency for Regional Development, the questionnaire was uploaded on the institution’s website and when someone access the site will be able to participate in this study. The study was carried out between 2012-2016, during which the questionnaire was posted on the homepage of the Agency for Regional Development so that all those who access the site were 8 Insights and Trends: Current Portfolio, Programme, and Project Management Practices, PwC, 2012 64 �able to complete the questionnaire. During this period, namely the early and mid-term, they were sent emails which was presented the study and link to it can be completed. The questionnaire was accessed by 269 people, of which actually responded to questions 76 and 10 incomplete questionnaires remained. The response rate was 31.97%. Within these teams mainly male members were identified, in proportion of 57.9%, the average age was 37 years (the youngest team member is 22 years old and the oldest 58 years old). The questionnaire was completed by persons who are experienced in management, 39.4% has between 1 and 5 years experience and 36.4% between 5 to 10 years experience. To the study chose to participate in general people who have experience in management (86.4% of all respondents) and that shows that aspects of communication within the team is very important and is one of the most important you taken into consideration when setting up teams. This is doubled by the fact that 95.6% of respondents have higher education (30.9% are college graduates, 50.0% have master's degree and 14.7% have doctorate degrees). Preliminary conclusions of the study The economic reality of our country, which is reflected in the Central Region where THE the questionnaire of the study was conducted, points out that SMEs prevail, situation which shows that at the organizational level prevails communication within a small group. Thus, 55.3% of respondents are working in groups up to 10 persons, 15.8% operate in groups consisting of 10 to 20 people and 22.4% working in groups with over 20 people. Regarding the composition of the teams, 50.0% of respondents said that in the strctureof the teams they operate in, females prevail, in 32.0% allocation of members is fair, and 17.3% operate in teams in the frame of which prevails male members. During these team members is diverse in age ratio of 76.0%, while only 24.0% of respondents operate in teams where members have the same age. In the team, 56.2% of the respondents estimated,in 42.5%, the regularly use of verbal and written communication. In over 47% of cases, the atmosphere within the team is good ; in 25% of cases, the atmospere is very good, and in 24.3% of cases, quite pleasant. Only 65 �1.3% of respondents felt that the atmosphere within the teams that are deployed or operate in is unpleasant, highlighting the close relationship that forms between team members and that the affinity of the people who are chosen to work the same team is very important for the manager who form the team. This is the foundation of relations taking place within these teams, which are cooperative relations, in proportion of 87.5%. Such relationships which create a friendly atmosphere within the team and its manager are indicated by 70.4% of respondents. The team is characterized by the degree of cohesion, which is the overall result of internal relations and of the common success, the effect of mutual understanding, the good understanting of the goals, of the group rules by members, namely the viability of the group, performance on tasks and satisfaction of members. In this regard, 56.3% of respondents believe that their work is positively influenced by peers and 35.2% believe that they are not influenced in any activity. The average length of discussion during a day's work for respondents in a proportion of 45.2% is between 30 and 60 minutes, and in the case of 23.3%of the respondents, between 10 and 30 minutes. This time is used in a proportion of 57.7% to chat with other team members and in proportion of 23.9% to communicate with members from collaborating departments. Analyzing interaction with senior line managers, we observed based on the responses, that 83.1% of direct interactions occur spontaneously, due to concrete situations that arise in everyday work of the team or organization, and 16.9% had a planned character. In the reports of communication with superiors, 81.1% of respondents felt that their contribution in the communication processes is over 50%. In assessing the effectiveness of the processes of communication with superiors, 73.6% of the respondents believe that the effectiveness is high. In strengthening relations with team members, 68.9% of respondents spend their spare time with colleagues, and 65.8% of them consider it very important to communicate with colleagues regarding the individual and team objectives. 66 �A particularly important role in ensuring the efficiency of communication within the team have the means and methods of communication used. Among these, over 74% of respondents felt they management systems projects are very important, over 59% of respondents consider as important agendas and working documents prepared by the teams and over 75% attaches great importance to the GANTT chart or planning activities and integrating them in the initial planning and resources needed to implement project activities and over 83% of respondents considered vitally important the board of priorities, in order to ensure an efficient management of projects. Regarding use of modern methods of communication within the team over 95% of respondents attaches great importance to group electronic communication and transmission of working documents, over 80% give significant importance specialized sites that can be updated by the team members, but also offers the possibility of obtaining udated information on project activities, over 55% of respondents attaches great importance and possibility of carrying out online conferences as needed (particularly useful for projects to be implemented several locations scattered throughout the country. Technical means most often used for the communication within the team are the mobile phones (38.4%) and electronic mail (57.5%). Among the comments made on this question: „within the team are used all type of means of communication, depending on the situation and the time required for obtaining the answers, some media are effective only if people have virtual communication skills, the most effective and expeditious means of communication are mail and mobile phones”. As part of the communication barriers that meet the current work teams, there are language, environmental, concept barriersor barriers arising from positions of the interlocutors. Within these, over 44% of respondents felt that the most common barriers to effective communication are the concept, namely those relating to suspicions, assumptions or conclusions of the interlocutor, over 31% of respondents felt that barriers to interlocutors positions are important because they relate to erroneous perceptions on the subject of the 67 �communication to the communication situation, and over 22% believe that there are language barriers on misconceptions, difficulties of speech or confused ideas. In terms of satisfaction of respondents on the efficiency of communication within the organization operating it appreciates at a rate of over 81% that they were satisfied about the awareness of the results achieved within the team, over 87 % are satisfied with the opportunity to express their ideas within the team which includes over 76% are satisfied with the opportunity to express ideas to management senior, over 81% of respondents said they were satisfied with the possibility of transmitting ideas to the departments collaborating and over 62% of respondents said they were satisfied with the awareness of the organization's management. The teamusually is a group of small, less numerous by its composition. Employees in permanent communication, its members are in direct line of communication, face to face, which facilitates mutual knowledge, appearance affective relationships, rules and group processes. All these issues directly influence the efficiency and the productivity of the team. Final conclusions Communication is an important issue in the context of a team. Even though the "word" is essential, there are some barriers, such as competition between the members of the team or some conflictual situations Communication involvement seems to be the key to ensure the efficiency of the working team, this meaning that giving a certain time every day to team communication with the direct manager ensures a better implication towards team objectives. Using some specialized communication instruments we can ensure a better planning and a very good support for organizing activities References Neculau, A., Introducere în dinamica grupurilor, Iaşi, 1974 Chelcea, S., Psihologie socială, Iași, 2001 Opran (coord.), C., Stan, S., Năstasă, S., Abaza, B., Managementul proiectelor, Editura Comunicare.ro, Bucureşti, 2002 Look, D., Project Management (sixt edition), A Gover, University Press, Cambridge, Great Britain, 1996 Balogh, M., Negrea, N., Managementul proiectelor europene, Ed. Accent, Cluj – Napoca, 2005 Weiss, J., Wysocki, R., 5 Phase project management, Addison Wesley – Publishing Company, 1994 ***Insights and Trends: Current Portfolio, Programme, and Project Management Practices, PwC, 2012 68 �***Ghid de bune practici în management de proiecte, 2015, Material elaborat in cadrul proiectului: „Dezvoltarea capacității de planificare strategică la nivelul autorităților administrației publice locale ale orașelor din România”, cofinanţat prin Fondul Social European, Programul Operaţional Dezvoltarea Capacităţii Administrative2007-2013 Project Management Institute, A GUIDE TO THE PROJECT. MANAGEMENT BODY OF KNOWLEDGE (PMBOK® Guide), Fourth Edition, USA; 2008 69 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3649 Title A name given to the resource Effective Team Communication Role in Project Implementation Success (doi: 10.14706/icesos1712) Author Author Gavrilă-Paven, Ionela Cordoș, Mălina Abstract A summary of the resource. Abstract: In project implementation communication efficiency is very important and also difficult to measure. The research team tried to analyze the communication process at the level of project teams, underlining issues related to the communication between team members and communication team and the other departments/organization/representatives. Communication efficiency in project implementation depends strongly on the communication between team members and on the method used, but also it has to be considered the importance of communication at group level. Key words: team communication, project implementation Date A point or period of time associated with an event in the lifecycle of the resource 2017 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/f83023f6e4ec3290cf27ce7e3657d099.docx 5a8049ca3ddae7afe9dc091c25717d78 https://omeka.ibu.edu.ba/files/original/7c685e410c90f7e9e8e23e0e4da00cb4.pdf e86b29938cebbe3f26f2f11d280fa4e3 PDF Text Text Effective Way to Teach Chinese as a Second Language (L2) Qi Wang The Chinese University of Hong Kong/ Hong Kong ABSTRACT Chinese has been regarded as one of the most difficult languages in the world, especially Speaking and writing Chinese characters have made many foreigners quit studying. How to help foreigners to learn this language easily? In decades, more researches focused on Chinese characters and patterns, but seldom to help foreign students to organize the knowledge they have learnt and the mind to express properly. Based on the theory of Tony Buzan’s ‘Mind Map’, this research focused on the application of visual tools and computer technology to teach Chinese as L2. It includes two parts: a) Teacher: to design the colourful Mind Map on the language points of each lesson (situation/context, new words and patterns), starting from the centre (Topic), connected with the flow chart of the story. With it, the teacher is able to introduce all the knowledge without text book. b) Students: during the whole learning process, they will be guided by the teacher’s introduction with the new knowledge linked judiciously while also taking more detailed notes on Mind Map. With it, they can review easily on it after class. Taught by Mind Map, students have learnt the organized knowledge, rather than pieces, which is helpful for them to memory the situation/story and organize the knowledge and express properly. After practised for a few years, Mind Map does work for Language teaching & learning. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1917 Title A name given to the resource Effective Way to Teach Chinese as a Second Language (L2) Author Author WANG, Qi Abstract A summary of the resource. Chinese has been regarded as one of the most difficult languages in the world, especially Speaking and writing Chinese characters have made many foreigners quit studying. How to help foreigners to learn this language easily? In decades, more researches focused on Chinese characters and patterns, but seldom to help foreign students to organize the knowledge they have learnt and the mind to express properly. Based on the theory of Tony Buzan’s ‘Mind Map’, this research focused on the application of visual tools and computer technology to teach Chinese as L2. It includes two parts: a) Teacher: to design the colourful Mind Map on the language points of each lesson (situation/context, new words and patterns), starting from the centre (Topic), connected with the flow chart of the story. With it, the teacher is able to introduce all the knowledge without text book. b) Students: during the whole learning process, they will be guided by the teacher’s introduction with the new knowledge linked judiciously while also taking more detailed notes on Mind Map. With it, they can review easily on it after class. Taught by Mind Map, students have learnt the organized knowledge, rather than pieces, which is helpful for them to memory the situation/story and organize the knowledge and express properly. After practised for a few years, Mind Map does work for Language teaching & learning. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/be5004c9a8d65b98608c8897a9557268.pdf 6a434419c794aa6b21d61d2015d01f6c PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Effectiveness of Teaching English in a Foreign Country by a Non-native Speaker English Teacher (NNEST) Harun Baştuğ Sarajevo College, Sarajevo, Bosnia harunbastug@yahoo.com Melih Karakuzu Atatürk University, Erzurum, Turkey mkarakuzu@yahoo.com Mehmet Akdoğan International Burch University makdoga@hotmail.com Abstract: In the field of English language teaching (ELT), a growing number of teachers are not native speakers of English. According to current estimates, about eighty percent of English teachers worldwide are non-native speakers of the language. The term non-native English speaking teacher (NNEST) has created a division among professionals in the ELT profession. English is taught commonly in many countries where English is spoken as a second language or spoken widely. Therefore, being a non-native English speaking teacher in your own country, where English is the target language between you and your own local learners and inevitably your mother tongue is used partly during the classes, is different from in a foreign country where English is mutual language between you and your learners. In that case, English is the only way for you and your learners in order to communicate in every part of school life, in school activities or even in your daily life. Learners feel like talking just the target language before, during, and after the classes unavoidably. We can see the differences of learning English through a local nonnative English speaking teacher, an English Teacher from the inner circle, and a foreign non-native English speaking teacher, an English Teacher from the outer circle, in terms of effectiveness of learning English among the language learners. Keywords: English language teaching (ELT), nonnative-English-speaking teacher (NNEST), Target language, Outer Circle, Inner Circle Introduction Initially, we should mention the difference between Native Speaker and Non-Native Speaker in terms of Language Pedagogy. In an article on the differences between NTs and NNTs, Nayar (1994: 2) states that non native speakers are often regarded as language deprived, unreliable speakers in terms of language competence when compared to native speakers, who have phonological, linguistic, and communicative competence as well as linguistic identity. On the other hand, Medgyes considers that non-native speaking teachers have a ‘bright’ side (1994: 51). He points out that, even if non-native-speakers normally use bookish language and speak in a less confident way, they are more empathetic, attend to the students` real needs, show more commitment, have realistic expectations of the students and are more insightful (1994: 58-59). According to Medgyes, we should analyze the different areas of difficulty. Vocabulary: There are some problems with the English lexicon as well as with any other language: many words have different meanings according to the context, idioms, synonyms, etc. In short, vocabulary resists mastery. Fluency: Oral fluency requires many qualities, such as readiness to speak, speech rate, etc, in which non-native-speakers are in a disadvantage. Non-native-speakers' speech tends to be redundant due to the difficulty in finding the right structures at the right time. 32 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Pronunciation: It is obvious that non-native-speakers are marked by a foreign accent that in the worst cases interferes with other people's understanding. Grammar: Grammar is the favorite field for non-native-speakers. It is said to be more concrete and more learnable than vocabulary. The increasing demand for English all over the world and the ever-increasing number of NNTs in the field -about eighty percent of English teachers worldwide- (Samimy & Brutt-Griffler, 1999) has led to debates regarding to whether English should be taught by native (NT) or by non-native teachers (NNT) and whether NTs or NNTs are better in terms of teaching the language. If you ask anyone whether s/he wants to be taught by a native teacher (NT) or non-native teachers (NNT), most of the learners would say that by native teacher (NT) due to the fact that NTs have the advantage of having the cultural, phonetic and lexical knowledge of the target language. According to the one study aiming to present the attitudes of EFL learners towards NTs and NNTs, interview results were not surprising (Görsev, 2008). That is, the majority of the students (13/18) in the English prep school of a private university in Đstanbul in 2007-08 academic year chose natives as better English teachers when asked whether they preferred to have NTs or NNTs. The rest thought it would be more “suitable to have NNTs during the early stages of L2 learning process” as they “benefit from Turkish explanations a lot. We assume that that result would be nearly same in other countries in the same conditions. There is no doubt that there is inevitable difference between native teacher (NT) and non-native teacher (NNT) as mentioned above. However, I will try to show the differences between the non-native English speaking teachers who are local teachers and foreign teachers. We will also try to mention foreign teachers` effectiveness as non-native teachers. Status of the non-native English teachers There is no doubt that native speakers of a language have a feel for its nuances, are comfortable using its idiomatic expressions, and speak it fluently. Unfortunately, native English speakers without teaching qualifications are more likely to be hired as ESL teachers than qualified and experienced NNESTs, especially outside the United States (Amin, 2000; Braine, 1999). But many in the profession argue that teaching qualifications should be required of all English teachers, regardless of their native language (Nayar, 1994; Phillipson, 1996). Phillipson also considers NNESTs to be potentially the ideal ESL teachers because they have gone through the process of acquiring English as an additional language. They have first-hand experience in learning and using a second language, and their personal experience has sensitized them to the linguistic and cultural needs of their students. It might be true that non-native teacher can teach better English than the native speakers. That is because they have struggled themselves to learn that language. They know exactly where learners lack and where they make mistakes often. They are also aware of many more techniques of learning to speak which is not the case with the native speakers. Most non-native speakers have degrees in language teaching and many years of experience, whereas many native speakers either have little language teaching qualifications or little experience. Effectiveness of non-native English teachers in foreign countries I am a Turkish who was taught English as a foreign language by local Turkish teachers from middle to high school. Then, I graduated from one of the Turkish universities. Maybe I should confess something. While studying at university, we had no chance to use our target language out of the lessons. We were all Turkish students and we had mostly Turkish professors. Late 90s, we had no opportunity to access the Internet, as well. Thanks to the technology, there are now a lot of opportunities to reach the sources of English in order to improve your language. You can keep in touch with your friends worldwide through the Internet. I have been teaching English for ten years, and I have had the opportunity of living in a foreign country for three years. As a non-native speaking English teacher, I can clearly say that being in Bosnia as a Turkish man makes me happy in my classes and satisfies me that I am teaching English to my students. I have been working in a private school where the wealthier parents send their children to. It is similar to public schools, but since parents pay more for their child's education, classes are smaller, more teaching resources are available, and expectations are higher. However, as a foreign teacher you must meet higher requirements to land a job here. Furthermore, in the classes the only meeting point between you and your students is the target language English. I am not going to compare here effectiveness of native and non-native English teachers. But I can assume that there is difference between me who is a foreigner and local teacher who is from the same country, as well. 33 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo As it can be seen in the study (Görsev,2008) that learners tend to use their mother language in order to communicate with the teacher during the lesson. It may seem unnatural to talk to a Turkish man in English. The local teachers respond them inevitably in native language. During the class there is no way for me to use only the target language, English. In recess time, lunch time or in after school activities and field trips students feel like talking or using English to communicate with me. Thanks to the Internet I can keep in touch with them through the chat rooms, msn or facebook. There are also a lot of advantages being in the third country. Learning a new language, a new culture and new customs of people in this country makes me understand how the learners feel when they are learning English. For example, in Bosnian language -učiti- means both to teach and to learn. In order to understand what kind of difficulty a Bosnian learner has while learning those words it is good to experience Bosnian language. Conclusion As a foreigner, living in a third country may be considered advantageous and one can learn one more language, so that the difficulties learners may face while learning English are observed and experienced. Whenever a non-native language teacher tries to guess what a local foreign language learner feels, one can easily figure out that learning a language was not so easy. Long time ago I learned English and I had never considered that learners could have had problems. No matter the teacher is a native or non-native teacher, as long as he has interest, responsibility and willingness to help students he is a convenient teacher of a foreign language. Finally, it can be claimed that both native and non-native teachers should have gone through the process of learning at least one language. However this study is only based on some personal observation of a non-native language teacher of English in a third country it may contain subjective conclusions, it may lead to starting point for further comparative research studies carried out by other researchers, such as, on effectiveness of learning foreign language through non-native and native language teachers in a country where the language is considered to be foreign language for both teachers and learners. References Amin, N. (2000). "Negotiating nativism: Minority immigrant women ESL teachers and the native speaker construct" (Doctoral dissertation, University of Toronto, Canada, 2001). Dissertation Abstracts International, 61, A 4579. Braine, G. (Ed.) (1999). "Non-native educators in English language teaching." Mahwah, NJ: Erlbaum. ERIC, D. "Nonnative-English-Speaking Teachers in the English Teaching Profession." Görsev, Đ (2008) "EFL Learners’ Interaction with Native and Non-native EFL Teachers" Medgyes, Peter (1994) "The Non-Native Teacher." London: MacMillan Publishers, Ltd. Medgyes, Peter. "Native or non-native: Who's worth more?" ELT Journal 46.4 (1992): 340-49. Nayar, P.B. (1994) “Whose English is it?”. TESL-EJ, vol.1, April. Nayar, P. B. (1994). Whose English is it? "TESL-EJ, 1(1)," F-1. Retrieved April 28, 2002, from http://wwwwriting.berkeley.edu/TESL-EJ/ej01/f.1.html. Phillipson, R. (1992). "Linguistic imperialism." Oxford: Oxford University Press. Samimy, K. & Brutt-Griffler, J. (1999). "To be a native or non-native speaker:" 34 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 364 Title A name given to the resource Effectiveness of Teaching English in a Foreign Country by a Non-native Speaker English Teacher (NNEST) Author Author Karakuzu, Melih Akdoğan, Mehmet Abstract A summary of the resource. In the field of English language teaching (ELT), a growing number of teachers are not native speakers of English. According to current estimates, about eighty percent of English teachers worldwide are non-native speakers of the language. The term non-native English speaking teacher (NNEST) has created a division among professionals in the ELT profession. English is taught commonly in many countries where English is spoken as a second language or spoken widely. Therefore, being a non-native English speaking teacher in your own country, where English is the target language between you and your own local learners and inevitably your mother tongue is used partly during the classes, is different from in a foreign country where English is mutual language between you and your learners. In that case, English is the only way for you and your learners in order to communicate in every part of school life, in school activities or even in your daily life. Learners feel like talking just the target language before, during, and after the classes unavoidably. We can see the differences of learning English through a local nonnative English speaking teacher, an English Teacher from the inner circle, and a foreign non-native English speaking teacher, an English Teacher from the outer circle, in terms of effectiveness of learning English among the language learners. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/784ee7aa81c2221d7f56baf386194160.pdf 468057baa2b1846b91511dfe91e97495 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Effects of Advertising on Sales: the Evidence from Bosnia and Herzegovina Cemil Kutay Tınmaz International Burch University, Sarajevo, Bosnia and Herzegovina cemilkutaytinmaz@gmail.com Elif Öztürk International Burch University, Sarajevo, Bosnia and Herzegovina eozturk@ibu.edu.ba This paper, presents effects of advertising on sales. As it is known, advertising is most important term to sell specific products. Firstly, the meaning of advertising is explained in this study. In addition to the explanations, advantages and disadvantages of advertising are investigated. There are also general definitions to underline the importance of advertising. Moreover, survey technique is explored in this study. Also, effects of advertising on sales are illustrated by graphs according to the findings of that survey. Additionally, this study includes explanations of all effects that are occurred by the research. As a result of this study, there are positive effects of advertising on sales. Keywords: Advertising, Effect of Advertising, Sales. 76 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1519 Title A name given to the resource Effects of Advertising on Sales: the Evidence from Bosnia and Herzegovina Author Author KUTAY TINMAZ, Cemil ÖZTÜRK, Elif Abstract A summary of the resource. This paper, presents effects of advertising on sales. As it is known, advertising is most important term to sell specific products. Firstly, the meaning of advertising is explained in this study. In addition to the explanations, advantages and disadvantages of advertising are investigated. There are also general definitions to underline the importance of advertising. Moreover, survey technique is explored in this study. Also, effects of advertising on sales are illustrated by graphs according to the findings of that survey. Additionally, this study includes explanations of all effects that are occurred by the research. As a result of this study, there are positive effects of advertising on sales. Keywords: Advertising, Effect of Advertising, Sales. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 https://omeka.ibu.edu.ba/files/original/98774eb11fac5fc3dc8f4a3dcfb203fd.pdf a9107f18a402f2269ce9188200799e9c PDF Text Text Effects of Arbucular Mycorrhizal Fungi Applications On Eggplant Seedling Development Levent Keskin Department of Horticulture, Agricultural Faculty, Selçuk University,TR-42031 Konya, Turkey Mustafa Paksoy Department of Horticulture, Agricultural Faculty, Selçuk University,TR-42031 Konya, Turkey paksoy@selcuk.edu.tr Önder Türkmen Department of Horticulture, Agricultural Faculty, Selçuk University,TR-42031 Konya, Turkey Abstract: The purpose of this research was conducted to determine the effects of arbuscular Arbuscular Mycorrhizal Fungi applications (Gigaspora margarita and Glomus intraradices) on seedlings growth parameters of Aydın siyahı, Faselis F1, Fabina F1, Topan, Vezir F1, Kemer, Uzun patlıcan 50896, Uzun patlıcan 50516, Kara patlıcan 50710 and Pala eggplant seedlings grown into the plastic greenhouse in Selçuk University. In results, hypocotil lenght of Aydın siyahı and Kara patlıcan 59710, cothyledone width of Uzun patlıcan 50896, cothyledone length, shoot lenght and diameter of Vezir F1, number of leaves of Aydın siyahı, shoot fresh weight of Topan and Uzun patlıcan 50516, root fresh weight of Topan patlıcan seedlings were found to be higher than the other eggplant cultivars. In the results of AMF applications, hypocotil length, cothiledone width, cothyledone length, shoot length, number of leaves, root fresh weight had been increased by G. margarita applications. Also, G. intraradices applications had been increased the shoot fresh weight. In cultivar x Arbuscular Mycorrhizal Fungi interactions, G. margarita exhibited better results on the hypocotil length of seedlings of Aydın siyahı, cothyledone width of Uzun patlıcan 50896, shoot length and number of leaves of Fabina F1, Kemer and shoot fresh weight of Uzun patlıcan 50516, root fresh weight of Topan. Consequently, it was shown that it is necessary to determine the proper cultivar materials and proper Arbuscular Mycorrhizal Fungi rage interactions to get a better success in seedling development of eggplant. Keywords: Glomus intraradices, Gigaspora margarita, eggplant cultivars, seedling development. Introduction It is a more realistic approach in terms of environmental health and using natural sources to benefit from the vegetable nutrient elements in an effective way instead of fertilizing with easy-taken nutrient elements to the soil. It is a fact that one of the best ways of benefiting from the unit area is evaluating the microorganism activity of soil. One of the microorganism formations that provide a better benefiting of soil for the plant is mycorrhizal. Until now, it was thought that nutrient elements were taken by only roots. Recent researches have shown that beside roots, vegetable nutrient elements are also mostly taken by fungus types which are called mycorrhizal and produce plenty of hyphe (Ortaş et al. 2000). Researchers searched the effects of three different mycorrhizal fungus, G.fasciculatum,G. monospromu and G. mossea, under field conditions by inoculating into tomato, eggplant and pepper seedlings. The parameters that they used to measure the effects of mycorrhizal fungus on vegetable development are; vegetable length, shoot fresh weight, total yield, fruit sizes and leaf length. Shoot fresh weight for eggplant with G. mossea, G. monosporum and G. fasciculatum inoculations showed 47%, 28% and 29% increases, respectively, and total yield of the same plant showed 60%, 43% and 7% increases. The most affective fungus type among the three plant types inoculated to increase the development of the plant is G. mosseae. However, G. fasciculatum is determined as the most effective fungus in the context of root colarisation of eggplant and pepper plants. Mikorizal trials were conducted on a plenty of vegetable types among horticulture. 482 �Carrot (Smith and Read, 1997), tomato (Demir, 1998), pepper (Türkmen et al. 2005) are some of the examples of these studies. The effects of mikorizal fungi on vegetable types can variable. This effect can be summed up in the following way (Ortaş and Akpınar, 2004). Yield and fruit number increased for the eggplant inoculated by AMF, and meaningful differences appeared among the mycorrhizal types in this increase. Especially, it was determined that the spread of Verticillilum disease the eggplant inoculated by G.etinicatunium and G. margarita spore were prevented (Matsubara and et al., 1995). According to Şen (2008), a positive effect was observed through the G.intraradices application on eggplant seedling shoot length, shoot diameter, number of leaves, shoot fresh weight, shoot dry weight, root fresh weight and root dry weight. All of these studies represent that mycorrhizal is important for plant nutrition. In this study, the purpose was to determine the effects of mycorrhizal specious (G. intraradices and G. margarita) on seedling development and growing up of the eggplant cultivar. Material and Methods This research was conducted to determine the effects of two Arbucular Mycorrhizal Fungi and ten eggplant genotypes and cultivars in the greenhouse which belongs to Selçuk University Silifke Taşucu Vocational High School. Aydın siyahı, Faselis F1, Fabina F1, Topan, Vezir F1, Kemer, Uzun patlıcan 50896, Uzun patlıcan 50516, Kara patlıcan 50710 and Pala eggplant genotypes and cultivars were used as plant materials. The soil mixture used in the trial was supplied with the mixture of garden soil and torf in the ratio of 1:1. Heat and humidity values were recorded data with microlog regularly. According to these records, maximum temperature, average temperature and minimum temperature were measured 30 and 35 oC, 20 and 26 o C, 16 and 22 oC. Relative humidity was measured between 55% and 56%. The soil mixture to grow seedlings was sterilized at 121 oC in autoclave for two hours. The trial was planned and carried out in the consideration of factorial trial pattern. This researched was designed with the notion of three replications, and in each parcel of the research, there were 10 pots (10 plants) in each plot. Each pot had a 300 ml volume and had no drainage, and pots were filled with soil mixture with was in the ratio of 1:1 soil and torf. The mixture including that had the average 25 spore/g was added in 5 g to each pot in the same dept and at the same time with the seeds. The nutruint solution melted in the pure water was added in 5 ml into each pot only once at the time of sowing. Three seeds were planted into the each pot, and after they grew up, two of them were taken out. Each pot was watered with pure water. Two Arbucular Mycorrhizal Fungi (G. intraradices and G. margarita) were applied in the trial. In the control plants, mycorrhiza was not applied. The date of sowing seed which was the beginning of the research was recorded. Hypocotyl length, cotyledon length, cotyledon width, period of real leaf appearance, shoot length, shoot diameter, number of leaves, shoot fresh weight, root fresh weight were determined. Determined research data were analyzed by Minitab program and means compared by Tukey Test. Results and Discussion The highest hypocotyls length was found out in Aydın siyahı and Kara patlıcan 50710 cultivar (2.89 mm) among the differences of cultivars in Table 1. The lowest hypocotyls lengths among the eggplant cultivars were assessed as Fabina F1 (1.87 mm), Vezir F1 (1.90 mm), and Kemer (1. 95 mm) respectively. When the effects of AMF applications on hypocotyls length were considered, the longest hypocotyls length was found out in G. margarita (2.29 mm) and the shortest hypocotyls length was determined in G. Intraradices (2.23 mm). The hypocotyls length of Aydın siyahı x G. margarita (3.23 mm) interaction was the highest and hypocotyls length of Fabina F1 into G. margarita and G. intraradices was the lowest among to the AMF x eggplant genotypes interactions. Consequently Al-Momany (1987) and Türkmen et al. (2008) have got similar results in their researches. The cotyledon length was observed in Vezir F1 cultivar (24.71 mm), and this was followed by Kara patlıcan (22.77 mm). The shortest cotyledon length was found in Fabina F1 eggplant cultivars. The cotyledon length in G. margarita (22.55 mm) took the first degree (Table 2). Menge and et al. (1978) appeared to support our studies in their research results. While the highest cotyledon width among the eggplant cultivar was observed in Uzun 50896 (11.19 mm) eggplant cultivar, the lowest cotyledon width was in Kemer eggplant (7.57 mm). According to the effects of AMF applications on cotyledon width, the highest cotyledon width was detected in G. margarita applications (8.58 mm), the lowest cotyledon width, on the other hand, was determined in G. intraradices (8.16 mm) (Table 3). Mosse (1981), Harley and Smith (1983) also found similar results with us. When the effects of AMF applications on real leaves appearance duration were taken into consideration, early real leaves appearance duration was determined in the control group (25.48 days). The longest real leaves 483 �appearance period appeared in G. intraradices as 26.59 days. As seen in interaction results, early real leaves appearance was detected in control application with the eggplant cultivar of Aydın siyahı (24.96 days), Uzun patlıcan 50896 (25.16 days), G. margarita Vezir F1 (25.31 days). In the longest G.intraradices application, Aydın siyahı was determined as 27.56 days (Table 4). These findings are in accordance with the literature reports which emphasize that proper cultivars specious interaction must be determined in order to get the purposed result in AMF applications (Türkmen et al., 2008, Menge and et al., 1978). While the highest shoot length among the eggplant cultivars was observed in Vezir F1 eggplant (18.61 cm), the lowest shoot length, on the other hand, was detected in Topan eggplant as 7.75 cm. When the effects of AMF applications on shoot length were taken into consideration, the longest shoot was found out in G. margarita with the length of 12.25 cm, but the shortest shoot length was assessed in the specious of G. intraradices with the length of 10.48 cm (Table 5). In the research of Şen (2008), it was observed that the shoot length of eggplant seedlings were between 13.62 and 11.48 cm. Al-Momany (1987) also found the same results. While the highest shoot diameter among the eggplant cultivars was observed in Vezir F1 eggplant (5.75 mm), the lowest shoot diameter was detected in Kemer cultivar (3.91 mm). If the effects of mycorrhizal specious on shoot diameter are examined, the highest shoot diameter is detected in the control application as 5.27 mm and the lowest shoot diameter is determined in G. intraradices as 4.67 mm (Table 6). Although, Tinker (1980) and Şen (2008) reported that seedling shoot diameters were increased through the AMF applications. According to us, this difference is caused by the differences between the AMF specious and the cultivars. While the most number of leaves was found out in Aydın Siyahı (7.52), the fewest number of leaves was found out in Uzun patlıcan 50516 (7.08). When the effects of AMF applications on the number of leaves were examined, the most number of leaves was determined in G.Margarita (7.64) and the fewest number of leaves was observed in G. intraradices (6.87) (Table 7). Şen (2008) recorded an increase in the number of leaves through the G.intraradices on eggplant seedlings (4.97), but the number of leaves for the eggplant seedlings on which mycorrhizal wasn’t applied, it was found as 3.84. The study results of Harley and Smith (1983) are parallel to our study results. The highest shoot fresh weight among the eggplant cultivars was remarked in Topan (24.45 g) and Uzun Patlıcan 50516 types (24,45), whereas the lowest shoot fresh length was in Fabina F1 (17.94 g) and Faselis F1 (17.93 g). When the effects of mycorrhizal on shoot fresh weight were taken into consideration, the heaviest shoot fresh weight was detected in G. intraradices (22.68 g). The lowest shoot fresh weight was found in the control group (17.60 g) (Table 8). Al-Momany (1987) was discovered that the shoot fresh weight for eggplant increased with inoculations of G.mossea, G.monosporum and G.fasciculatum in the ratios of 47%, 28% and 29%, respectively, and the yield for the same plant increased in the ratios of 60%, 43% and 7%, espectively. Şen (2008) found the increase in terms of shoot fresh weight. While the highest root fresh weight among eggplant cultivar was remarked in Topan genotype (8.80 g), the lowest root fresh weight was determined in Faselis F1 cultivar (3.35 g), Uzun patlıcan 50516 (2.91 g) and Kemer (3.04 g) cultivar. When the effects of mycorrhizal on root fresh weight were examined, the harvest root fresh weight was noted as G. margarita (6.18 g) and the lowest root fresh weight was determined in the G. intraradices group as 4.67 g (Table 9). Şen (2008) obtained the increase in terms of root fresh weight through the application of G. intraradices. Onuğur and Demir (1988) concluded that shoot and root fresh and dried weights increased through the AMF applications. Conclusion In this research, according to eggplant materials, in the context seedling development change parameters, Aydın siyahı and Kara patlıcan 59710 in terms of hypocotyls length, uzun patlıcan 50896 in terms of hypocotyls width, Vezir F1 in terms of hypocotyls l length enght, shoot l length, and shoot diameter, Aydın siyahı in terms of the number of leaves, Topan and Uzun patlıcan 50516 in terms of shoot fresh weight, Topan eggplant in terms of root fresh weight were found to be superior cultivar than the others. It was determined that in the context of AMF applications, through the G. margarita application hypocotyls length, cotyledon width, cotyledon length, shoot length, number of leaves, root fresh weight increased, the G. intraradices application, on the other hand, increased shoot fresh weight. To sum up, it is discovered that it is necessary to determine the proper vegetable materials and proper AMF specious interactions to get a better success in vegetable development of eggplant through AMF applications. 484 �References Al-Momany, A.R. (1987). Effect of Three Vesicular Arbuscular Mycorrhizal isolates on growth of tomato, eggplant and pepper in a field soil. Dirasat (Jordon) 14:11, 161-168. Demir, S. (1998). In some cultures plant Vesiküler Arbusküler Mikorrhiza (VAM) formation and development of the plants and their role in resistance. Doctora Thesis, Ege University. Đzmir Harley, J.L., Smith, S,E. (1983). Mycorrhizal Symbiyosis Academic Press. London UK. Matsubara, Y., Harada, T., Yakuwa, T. (1995). Effect of inokulum density of Vesicular Arbuscular Mycorrhizal Fungal spores and addition of carbonized material to bed soil on growth of welshonion seedlings. Journal of the Japanese Society for Horticultiral Science 64(3): 549-554. Menge, J.A., Johnson, E.L.V., and Platt R.G. (1978). Partial substitution of Mycorrhizal Fungi for phosphorus fertilization in the greenhouse culture of citrus. Soil Science Society of American Journal, 42: 926-930. Mosse, B. (1981). Vesicular- Arbuscular Mycorrhiza research for tropical agriculture research bulletin. Hawaii Instıtute of Tropical Agriculture and Human Resources. 82p. Onoğur, E., Demir, S. (1988). Bazı kültür bitkilerinde Vesicular- Arbuscular Mycorrhiza (VAM) oluşumu ve bunun bitki gelişimi ve dayanıklılıktaki rolü üzerinde araştırmalar. TUBITAK Tarım ve Ormancılık Grubu Proje No: TOGTAG 1506. Ortaş, Đ., Kaya, Z., Sarı, N., Gök, M., Çakmak, Đ., Almaca, A., Ergün, B., Ortakcı, D., Köse, Ö., Ercan, S., Bolat, H., (2000). Doğal bir gübre olan mikoriza uygulamasının bitkisel verim ve mineral gübre tasarrufundaki rolü ve mikorizaya bağımlılık duyan kültür bitkilerinin seleksiyonu. DPT Toprak Biyoteknolojisi Araştırma Projesi Kesin Sonuç Raporu (Proje No:96 K 120-580). Adana. Ortaş, Đ., Akpınar, Ç. (2004). Use and Importance of Agriculture Mikoriza. Turkey 3. the National Congress of Agricultural Fertilizer Industry Environment, 861-876, 11-13 October. Tokat Smith, S.E., Read, D.J. (1997). Mycorrhizal Symbiosis. second edition. Combridge Academic Press. Şen, Ö. (2008). Tuz Stresi Altında Yetiştirilen Patlıcan Fidelerinin Gelişimi ve besin elementi Đçerikleri Üzerine Arbuscular Mikorizal Fungus (Glomus intraradices) Uygulamalarının Etkisi. Master Thesis, University Of Selcuk, Faculty of Agriculture, Dept. of Horticulture, Konya Tinker, P.B. (1980). Role of rhizosphere microorganism in phophorous uptake by plants: In the role of phosphorous in Agriculture (Eds, Khosewenek, F,E et al). ASA-CSSA- SSSA, Madison, USA. Türkmen, Ö., Demir, S., Şensoy, S., Dursun, A. (2005). Effects of Arbuscular Mycorrhizal Fungus and humic acid on the seedling development and nutrient content of pepper grown under saline soil conditions. Journal of Biological Sci. 5 (5): 568 574. Türkmen, Ö., Şensoy S., Demir, S., Erdinç, C. (2008). Effect of two different AMF species on growth and nutrient content of pepper seedlings grown under moderate salt stres. African Journal of Biotecnology 7(4) : 394-396. Cultivars Fabina F1 Control 1,95±0.010I G. intraradices 1,84±0.032m G. margarita 1,82±0.011m Means 1,87±0.061E Faselis F1 Vezir F1 Pala Kemer Topan Aydın Siyahı Uzun patlıcan 50516 Kara patlıcan 50710 Uzun patlıcan 50896 2,13±0.005gh 1,96±0.005kI 2,04±0.005ı-k 2,02±0.010j-l 2,11±0.015g-ı 2,77±0.011d 2,41±0.011f 2,87±0.011c 2,38±0.068 f 2,01±0.010j-l 2,05±0.005h-j 2,03±0.010j-l 1,80±0.020m 2,05±0.011h-j 2,65±0.010e 2,18±0.026g 2,97±0.010b 2,76±0.020d 2,12±0.340g-ı 1,70±0.052n 2,03±0.005j-l 2,03±0.011j-l 2,02±0.005j-l 3,23±0.041a 2,44±0.020f 2,84±0.020cd 2,67±0.030e 2,09±0.059D 1,90±0.158E 2,03±0.007D 1,95±0.114E 2,06±0.043D 2,89±0.267A 2,34±0.123C 2,89±0.061A 2,60±0.173B Means S x 0.01 2,26±0.324B 2,23±0.393C 0.01354 S (cultivars) = x 0.01 (Mycorrhiza) =0.004282 S 2,29±0.473A x 0.01 (cultivars x Mycorrhiza) =0.01354 Table 1. The effects of AMF applications on hypocotyl length of eggplant cultivars (mm). 485 �Cultivars Control G. intraradices Fabina F1 21.07±0.1j-o 17.33±0.9p Faselis F1 20.72±0.3k-o 20.35±0.3m-o Vezir F1 25.47±0.3a 24.49±0.2a-c Pala 22.52±0.1e-h 20.25±0.0no Kemer 21.11±0.0i-o 18.61±0.2p Topan 22.41±0.0f-ı 21.64±0.0h-m Aydın Siyahı 23.08±0.3d-g 21.21±0.0ı-o Uzun patlıcan 50516 21.72±0.0h-l 20.00±0.0o Kara patlıcan 50710 23.06±0.0d-g 22.20±0.6f-j Uzun patlıcan 50896 15.96±0.3q 24.77±0.7ab Means 21.72±2.3B 21.09±2.2C S x 0.01 (cultivars) =0.2008 S x 0.01 (Mycorrhiza) =0.06351 S G. margarita 20.44±0.0l-o 21.58±0.1h-m 24.16±0.0b-d 22.56±0.1e-h 21.46±0.0h-n 23.32±0.0c-f 23.29±0.5c-f 21.81±0.5g-k 23.05±0.5d-g 23.79±0.1b-e 22.55±1.1A x Means 19.61±1.7F 20.88±0.6DE 24.71±0.6A 21.78±1.1B-D 20.40±1.3EF 22.46±0.7BC 22.53±1.0BC 21.18±0.9DE 22.77±0.5B 21.51±4.2CD 0.01 (cultivars x Mycorrhiza) = 0.2008 Table 2. The effects of AMF applications on kolitedon length of eggplant cultivars (mm). Cultivars Control G.intraradices Fabina F1 7.46±0.07n-p 7.11±0.03p Faselis F1 8.61±0.04e-g 7.95±0.06ı-m Vezir F1 9.28±0.06d 9.20±0.02d Pala 8.04±0.01h-l 7.36±0.05n-p Kemer 7.67±0.07l-o 7.25±0.10op Topan 8.07±0.04h-l 7.49±0.06m-p Aydın Siyahı 8.48±0.05e-h 7.40±0.07n-p Uzun patlıcan 50516 8.62±0.25e-g 8.22±0.04g-j Kara patlıcan 50710 8.95±0.04de 8.62±0.07e-g Uzun patlıcan 50896 9.96±0.09c 11.03±0.04b Means 8.51±0.73A 8.16±1.16B S x 0.01 (Cultivars) =0.07348 S x 0.01 (Mycorrhiza) =0.02324 S G. margarita 7.71±0.14k-o 8.42±0.15f-ı 8.860±0.05d-f 7.51±0.076m-p 7.81±0.066l-o 8.34±0.055g-ı 8.17±0.068g-k 8.03±0.104h-l 8.42±0.026f-ı 12.58±0.52a 8.58±1.415A x Means 7.42±0.27G 8.32±0.30CD 9.11±0.19B 7.63±0.31E-G 7.57±0.26FG 7.97±0.38D-F 8.01±0.48DE 8.29±0.29CD 8.66±0.23C 11.19±1.17A 0.01 (Cultivars x Mycorrhiza)=0.07348 Table 3. The effects of AMF applications on kolitedon width of eggplant cultivars (mm). Cultivars Control G. intraradices Fabina F1 25.75±0.1 c-e 26.40±0.2b-d Faselis F1 25.65±0.2c-e 27.23±0.2ab Vezir F1 25.81±0.0 c-e 26.37±0.0b-d Pala 25.39±0.1de 25.71±0.6c-e Kemer 25.41±0.5de 25.93±0.1c-e Topan 25.42±0.5de 25.93±0.1c-e AydınSiyahı 24.96±0.2e 27.56±0.1a Uzun patlıcan 50516 25.68±0.0cde 27.28±0.0ab Kara patlıcan 50710 25.46±0.0de 25.54±0.0de Uzun patlıcan 50896 25.16±0.0e 27.25±0.0ab Means 25.48±0.3B 26.59±0.7A S x 0.01 (Cultivars) = Ö.D. S x 0.01 (Mycorrhiza) =0.0499 S x G. margarita 25.68±0.1c-e 25.71±0.1c-e 25.31±0.0e 25.40±0.1e 25.64±0.6c-e 25.64±0.6c-e 25.41±0.6de 25.35±0.0e 25.67±0.2c-e 24.99±0.0e 25.49±0.3B Means 25.94±0.37 26.19±0.79 25.83±0.46 25.50±0.40 25.95±0.53 25.66±0.50 25.97±1.25 26.10±0.88 25.55±0.15 25.80±1.08 0.01 (Cultivars x Mycorrhiza)=0.1579 Table 4. The period of real leaves appearance in AMF applications of eggplant cultivars. Cultivars Control G.intraradices G. margarita Means Fabina F1 Faselis F1 Vezir F1 Pala Kemer 12.49±0.46 gh 15.29±0.10d 17.42±0.06b 10.71±0.07k 7.71±0.25no 9.47±0.03I 16.44±0.12c 18.06±0.05b 10.93±0.10jk 6.77±0.04pq 9.29±0.03 I 15.68±0.07cd 20.36±0.19a 11.93±0.16hı 8.77±0.13Im 10.41±1.5E 15.80±0.51B 18.61±1.34A 11.19±0.57D 7.75±0.87G Topan 7.33±0.05o-q 6.62±0.11qr 7.50±0.05op 7.15±0.40G 486 �Aydın Siyahı Uzun patlıcan 50516 Kara patlıcan 50710 7.51±0.15op 7.04±0.06o-q 12.67±0.19f-h 8.41±0.03mn 5.90±0.10r 11.63±0.20u Uzun patlıcan 50896 13.06±0.02e-g 10.64±0.32k Means 11.12±3.54B 10.48±3.93C S x 0.01 (Cultivars) = 0.04 S x 0.01 (Mycorrhiza)=0.12 S x 9.55±0.38L 13.31±0.39ef 13.49±0.61e 8.49±0.91F 8.75±3.46F 12.59±0.87C 12.63±0.07f-h 12.25±3.69A 12.11±1.13C 0.01 (Cultivars x Mycorrhiza)=0.12 Table 5. The effects of AMF applications on shoot lengths (cm) of eggplant cultivars Cultivars Fabina F1 Faselis F1 Vezir F1 Pala Kemer Topan Aydın Siyahı Uzun patlıcan 50516 Kara patlıcan 50710 Control 4.19±0.02 no 5.42±0.07f-h 5.55±0.10e-g 4.99±0.11ı-k 4.18±0.03no 5.26±0.05g-ı 6.37±0.27a 4.9±0.08k-m 6.26±0.07ab G. intraradices 3.90±0.13op 5.16±0.05h-j 5.69±0.01c-f 4.78±0.02j-l 3.81±0.17op 4.55±0.05l-n 4.69±0.01k-m 3.85±0.12 op 4.60±0.01k-m G. margarita 4.45±0.11l-n 6.07±0.02a-c 6.03±0.02a-d 5.68±0.08d-f 3.74±0.11p 4.68±0.10k-m 4.75±0.04kl 4.35±0.30mn 5.39±0.01f-h Means 4.18±0.25FG 5.55±0.41A-C 5.75±0.21A 5.15±0.41DE 3.91±0.02G 4.84±0.33E 5.27±0.83CD 4.30±0.40F 5.41±0.72B-D Uzun patlıcan 50896 Means 5.88±0.02b-e 5.27±5.281A 5.16±0.03h-j 4.61±0.60 C 6.11±0.03ab 5.13±0.81B 5.71±0.43AB S x 0.01 (Cultivars)=0.06 S x 0.01 (Mycorrhiza) =0.02 S x 0.01 (Cultivars x Mycorrhiza ) =0.06 Table 6. The effects of AMF applications on shoot diameters (mm) of eggplant cultivars Cultivars Fabina F1 Faselis F1 Vezir F1 Pala Kemer Topan Aydın Siyahı Uzun patlıcan 50516 Kara patlıcan 50710 Control 7.23±0.03j-l 7.40±0.05f-j 6.91±0.01mn 7.31±0.09ı-l 7.35±0.05g-k 7.22±0.02j-l 7.60±0.04d-f 7.11±0.12Im 7.60±0.04d-g G.intraradices 6.62±0.11qp 6.81±0.07no 7.53±0.03d-h 6.91±0.01mn 6.67±0.04op 6.58±0.02p 7.32±0.02h-l 6.56±0.03p 6.92 ±0.02mn Uzun patlıcan 50896 7.46±0.03e-ı 6.74±0.01n-p Means 7.31±0.21B 6.87±0.31C S x 0.01 (Cultivars) =0.03 S x (0.01 (Mycorrhiza) =0.01 S x G. margarita 7.95±0.13a 7.87±0.06ab 7.50±0.05d-ı 7.66±0.03c-e 7.86±0.03a-c 7.69±0.02b-d 7.66±0.01c-e 7.55±0.05d-g 7.57±0.02d-f Means 7.26±0.58B-D 7.36±0.46AB 7.31±0.30BC 7.29±0.32B-D 7.29±0.51B-D 7.16±0.47C-E 7.52±0.15A 7.08±0.43E 7.36±0.33AB 7.16±0.03kl 7.64±0.22A 7.12±0.31DE 0.01 (Cultivars x Mycorrhiza)=0.03 Table7. The effects of AMF applications on the number of leaves of eggplant cultivars. Cultivars Fabina F1 Faselis F1 Vezir F1 Pala Kemer Topan Aydın siyahı Uzunpatlıcan50516 Kara patlıcan 50710 Uzun patlıcan 50896 Means Control 16.16±0.125I 15.61±0.061I 20.42±0.094ı 15.68±0.325I 17.39±0.138k 22.38±0.023gh 13.98±0.553n 19.86±0.140ıj 19.28±0.160j 15.20±0.172m 17.60±2.647C G. intraradices 18.17±0.186k 20.57±0.064ı 25.04±0.010d 16.38±0.637I 25.16±0.485cd 24.30±0.110de 23.87±0.107ef 26.07±0.030bc 22.12±0.046h 25.13±0.034d 22.68±3.192A G. margarita 19.51±0.076j 17.62±0.026k 19.23±0.015j 17.48±0.425k 27.02±0.540a 26.67±0.026ab 24.42±0.068de 27.43±0.034a 19.85±0.157u 23.11±0.036fg 22.24±3.824 B Means 17.94±1.466 E 17.93±2.161 E 21.56±2.655 C 16.51±0.889 F 23.19±4.438 B 24.45±1.859A 20.75±5.096 D 24.45±3.496A 20.41±1.306D 21.14±4.544C S x 0.01 (Cultivars) = 0.14 S x 0.01 (Mycorrhiza) =0.04 S x 0.01 (Cultivars x Mycorrhiza) =0.14 Table 8. The effects of AMF applications on shoot fresh weight in eggplant cultivars 487 �Cultivars Control G. intraradices Fabina F1 7.50±0.02 cd 6.08±0.03ef Faselis F1 3.45±0.06 g-j 3.15±0.03h-j Vezir F1 6.14±0.01ef 4.26±0.01gh Pala 5.66±0.03f 6.51±0.01def Kemer 2.61±0.04jk 2.41±0.03 jk Topan 9.33±0.10ab 6.79±0.01 d-f Aydın Siyahı 6.98±0.02de 3.41±0.06 g-j Uzun patlıcan 50516 2.92±0.07ı-k 1.85±0.17 k Kara patlıcan 50710 7.49±0.01cd 6.24±0.01ef Uzun patlıcan 50896 7.52±0.03cd 6.01±0.03ef Means 5.96±2.19B 4.67±1.79 C S x 0.01 (Cultivars) =1.04 S x 0.01 (Mycorrhiza) =0.06 S G. margarita 4.47±0.02 g 3.45±0.05 g-u 6.14±0.01ef 6.30±0.01ef 4.11±1.31gh 10.29±1.0 a 5.86±0.01ef 3.98±0.02g-ı 8.96±0.05b 8.30±0.02bc 6.18±2.28A x Means 6.01±1.31CD 3.35±0.15F 5.51±0.94DE 6.15±0.38C 3.04±1.03F 8.80±1.65A 5.41±1.58E 2.91±0.92F 7.56±1.17B 7.27±1.01B 0.01 (Cultivars x Mycorrhiza) =0.18 Table 9. The effects of AMF applications on root fresh weight in eggplant cultivars (g). 488 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 568 Title A name given to the resource Effects of Arbucular Mycorrhizal Fungi Applications On Eggplant Seedling Development Author Author Keskin, Levent Paksoy, Mustafa Türkmen, Önder Abstract A summary of the resource. The purpose of this research was conducted to determine the effects of arbuscular Arbuscular Mycorrhizal Fungi applications (Gigaspora margarita and Glomus intraradices) on seedlings growth parameters of Aydın siyahı, Faselis F1, Fabina F1, Topan, Vezir F1, Kemer, Uzun patlıcan 50896, Uzun patlıcan 50516, Kara patlıcan 50710 and Pala eggplant seedlings grown into the plastic greenhouse in Selçuk University. In results, hypocotil lenght of Aydın siyahı and Kara patlıcan 59710, cothyledone width of Uzun patlıcan 50896, cothyledone length, shoot lenght and diameter of Vezir F1, number of leaves of Aydın siyahı, shoot fresh weight of Topan and Uzun patlıcan 50516, root fresh weight of Topan patlıcan seedlings were found to be higher than the other eggplant cultivars. In the results of AMF applications, hypocotil length, cothiledone width, cothyledone length, shoot length, number of leaves, root fresh weight had been increased by G. margarita applications. Also, G. intraradices applications had been increased the shoot fresh weight. In cultivar x Arbuscular Mycorrhizal Fungi interactions, G. margarita exhibited better results on the hypocotil length of seedlings of Aydın siyahı, cothyledone width of Uzun patlıcan 50896, shoot length and number of leaves of Fabina F1, Kemer and shoot fresh weight of Uzun patlıcan 50516, root fresh weight of Topan. Consequently, it was shown that it is necessary to determine the proper cultivar materials and proper Arbuscular Mycorrhizal Fungi rage interactions to get a better success in seedling development of eggplant. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/20640e7de9e9e61b5820b899ae6decee.pdf 0f5d8a04e9b5922db1cfcd1b8f3cb349 PDF Text Text Effects Of Boron Toxicity On The Yield Of Spring Canola Cultıvars Ö.Öztürk Department of Field Crops, Faculty of Agriculture, University of Selçuk Konya, Turkey ozdenoz@selcuk.edu.tr S. Soylu Department of Field Crops, Faculty of Agriculture, University of Selçuk Konya, Turkey R.Ada Department of Field Crops, Faculty of Agriculture, University of Selçuk Konya, Turkey S. Gezgin Department of Soil Science and Plant Nutrition, Faculty of Agriculture University of Selçuk Konya, Turkey M.Babaoglu Department of Field Crops, Faculty of Agriculture, University of Selçuk Konya, Turkey Abstract: Eight spring canola cultivars (Brassica napus L. cvs. Marinka, Briol, Pactol, Helios, Star, Prota, Spok and Semu 209/82) were studied in field experiments for their responses to toxic B application at Central Anatolia, Turkey during the 2002 and 2003 growing seasons. The canola cultivars were grown under B moderate deficiency (extractable B 0.56 mg kg-1) and toxic B applied (15 kg B ha-1) conditions. In this study, oil yield and protein yield were investigated. According to the results, oil yield and protein yield varied significantly among the cultivars and B application decreased the oil yield and protein yield by 37.5 % and 38.6 % on average, respectively. Among canola cultivars, Briol, Marinka, and Spok were the most sensitive to B toxicity applications that had the highest oil yield and protein yield decrease when treated with B. On the other hand, Star and Pactol cultivars showed tolerance to B toxicity applications. Keywords: Boron toxicity, spring canola, oil yield, protein yield Introduction The element boron is unique among the essential elements in that a narrow range in concentration can mean the difference between plant deficiency and plant toxicity. Boron toxicity has long been recognised as a common mineral nutritional problem particularlyin arid and semiarid regions where B levels are frequently high inthe soil orirrigation waters around the world,causing significant decreasesin growth and yield as reported for many countries (Nable et al.,1997). Boron toxicity is a factor in reducing crop yield in Turkey (particularly in Central Anatolia), Syria, India, South Australia, and Iran. Widespread B toxicity is also suspected in 450 �Afghanistan (Yau & Erskine, 2000). Nearly 10 % of the soils sampled in Central Anatolia contained more than 5 mg extractable B per kg soil which is a widely accepted critical concentration for occurrence of B toxicity in crop plants (Nable et al., 1997). Boron toxicity symptoms in leaves are not distinctive (Cartwright & Hirsch, 1986) and easily confused with symptoms from other nutritional and pathogenic disorders in field-grown areas. Toxic effects are more marked in dry seasons when roots penetrate deeper into the soil. Excess B cannot be removed from soil or treated in any way under dry-land conditions. Therefore, use of tolerant crop varieties is the best option to overcome this problem (Rehman et al., 2006). Canola is one of the main oil crops world-wide and it usually requires B concentrations greater than 0.5 mg kg-1 of hot water-extracted B (H W B) in the soil to complete its growth and development (Liu, 1995). Existence of larger variations in tolerance of canola to B toxicity than barley and wheat has been reported by several researchers (Hughes-Games, 1991; Hocking et al., 2003). Tolerance was reported to be releated to the origin of a cultivar (Du et al.,2002). The present study was carried out to investigate the differential response of different spring canola cultivars (8 cultivars of each) to B toxicity in field under irrigated conditions in a typical Central Anatolian soil low in extractable B and with relatively high lime content. Materials And Methods The field experiments were carried out the Research Institute of Rural Affairs, Konya, Turkey during the 2002 and 2003 growing seasons. Soil containing 0.56 mg of B kg-1 extracted using 0.01 M Mannitol + 0.01 M CaCl2 solution before reading in ICP-AES (Varian-Vista Model), other soil characteristicsare given in Table 1. Normally receiving about 112 mm of total precipitation annually based on a 30 –yr average from 1974 to 2003,the area received 33 mm higher and 28 mm lower precipitation than the long- term average for 2002 and 2003, respectively. Temperatures during the study period were similar to the 30-yr average for the area. The mean growing season temperatures from April to August were 18.2 0 C and 19.0 0C for 2002 and 2003, respectively. The experiments were performed in a split plot design in randomized complete blocks with 3 replications. Eight spring canola (Brassica napus L.cvs. Marinka, Briol,Pactol, Helios, Star, Prota, Spok and Semu 209/82) cultivars were studied. Plants were grown with (+ B= 15 kg B ha -1) and without (-B) B applications. B treatments were administered to main plots where the sub-plots contained plant cultivars. Before sowing in both years, B at a rate of 15 kg ha-1 was broadcasted onto the soilsurface using borax (Na2 B4 O7 .10 H2 O), followed by incorporation to a 0-20 cm depth of soil priorto sowing. Plots were basically fertilised with 120 kg ha-1 N, 60 kg ha-1 P2 O5. Entire quantitiesof phosphorous fertilizers and 60 kg ha-1 ofthe nitrogenous fertilizers were applied on bands in the form of ammonium phosphate (18% N, 46% P2 O5), by a driller during the sowing. Fifty percent of the remaining quantities of nitrogen were dispersed onto the soil surface before flowering in the form of ammonium sulphate (21% N). Plots were sown in 5 rows (30 cm apart and 1-2 cm deep) with 2.5 m long (1.5 x 2.5 =3.75 m2 ) on April each year. Seeds were sown by hand. Plants within rows were spaced 15 cm apart by thinning at 2to 4 leafstage. Routine management practices were followed. Plots were irrigated after sowing, during flowering, and pod filling with sprinklers. Crops were harvested at maturity for seed yield by hand yield and seed yield was adjusted to 9 % moisture level (Yusuf & Bullock, 1993). Harvested area (HA) of a plot was 1.35 m2 of the internal part afterremoving the 2 outerrows. Oil yield and protein yield were obtained each year. Oilyield was calculated on the basis of oil percentage and seed yield. Protein yield was calculated on the basis of protein percentage and seed yield. All data were analyzed as a split plot design using a computerized statistical software package (MSTATC). Differences among treatments were tested by analysis of variance and were compared using LSD Tests atthe 0.01 or 0.05 levelof significance. Results And Discussion Oil yield Effect of year, cultivar, B x cultivar interaction has been significant for oil yield. Cultivars showed significantly varying responses to toxic B treatment. All cultivars showed significant oil yield decreases when treated with +B (Table 2). Highest oil yield decrease was recorded at Briol and Spok (56.6 % and 56.3 %, respectively) while lowest yield decreases were determined at Star and Pactol (8.3 % and 12.1 %) over the control when applied with +B (Table 2). Thus, sensitivity to B toxicity in respect of oil yield depended on the 451 �genotypes. The oil yield of canola is the combined expression of seed oil content and seed yield. Canola cultivars showed significantly varying responsestotoxic B treatment for seed yield. All cultivars showed significant yield decreases when treated with high B whereas control plant yielded the highest. Cultivar means revealed that B treatment resulted in -31.23 % seed yield decrease, whereas highest and lowest seed yield decreases were recorded at Spok and Star cultivars as -52.66 % and -3.75 % respectively overthe control(data was not shown). Pactol cultivar was the most yielding genotype at +B (2095.8 kg ha-1) whereas Pactol(2183.5 kg ha-1) and Prota (2469.2 kg ha-1) cultivars yielded best at -B. According to mean of treatment, Briol (682.5 kg ha-1) and Spok (738.8 kg ha-1) cultivars were the lowest yielding among the genotypes (data was not shown). Very few studies have been conducted on canola regarding borax toxicity. Wang et al.(1999) reportedthat application of borax, at 3.3 kg B ha -1 , significantly reduced canola yield in only one out of 11 experiments. In the single experiment where B toxicity depressed growth, the effect was relatively small, equivalent to only 5 % of maximum seed yield. Moreover, application rates of up to 6.6 kg B ha -1 did not cause any depression in oilseed rape yield in a single experiment. In addition, there was no indication that a total of 9.9 kg B ha-1 depressed seed yield of canola.The risk of B toxicity from the soil application of borax at 4-8 times the minimu m rates required to correct deficiency was not as high as previously assumed. Therefore, while soil application of B fertilizer at 1.11.65 kg ha-1 can be recommended to correct B deficiency of oilseed rape, even at rates substantially higher, oilseed crops are unlikely to exhibit B toxicity symptoms or decrease yield (Wang et al.,1999). Application of a dose of 15 kg ha-1 B in our study was far above this amount and caused significant decreases in yield. In the present experiment, oilcontents varied widely among cultivars, and relatively slightly with high B treatments. High boron fertilizer decreased the oil content of all canola cultivars. The lowest decrease in oil content was observed in Prota by 5.11 % while the highest decrease was in Briol variety by 21.24 % as a result of a high boron treatment. The highest oilrate was found in the Star variety (44.23 %) with a decrease of 5.35 % (data was not shown). Mandal & Sinha (2004) reported that essential elements like sulphur, boron and zinc probably promote the synthesis of oils.In our study, the extraction of boron from soil at toxic level probably caused a decrease in oil synthesis and a decrease in oil contents of canola varieties. As oil yield is calculated from seed yield and oilrate values,the factthat oil yield (Table 2) at-B were higher from that of + B led to the difference was an expected result. The results here clearly show that Pactol and Star canola cultivars can be successfully grown under high natural orfertilizer B conditions because oftheirtolerance to B oversupply. From this point of view, both cultivars can be considered B-inefficient. Properties Mean Properties Mean pH 7.6 Mg (me 100 g-1) 5.3 CaCO3 (%) 20.7 K (me 100 g-1) 0.6 E.C (µS cm-1) 94 Na (me 100 g-1) 0.13 Organic matter (%) 1.4 P (mg kg-1) 8.5 Sand (%) 26.7 B (mg kg-1) 0.56 Silt(%) 68.1 Mn (mg kg-1) 2.3 Clay (%) 5.2 Zn (mg kg-1) 0.3 Ca (me 100 g-1) 20.2 Fe (mg kg-1) 0.4 Table 1. Selected physical and chemical properties oftopsoilsamples (0-30 cm depth) collected from the experimental area (mean of soilsamples collected before sowing each year) Protein Yield Canola is not only an oilseed crop, but also contains a relatively high protein concentration in the seed (>400 g kg-1 of the oil-free meal) and its meal is used as a protein supplement for animals and possibly will be food for humans in the near future. Cultivars Marinka Briol Pactol Helios Star Prota Spok Semu 452 +B Oil yield (kg ha-1) -B 280.8 198.7 628.6 423.7 663.1 486.1 268.3 323.9 608.1 458.2 714.9 564.4 723.1 958.8 614.4 594.0 Significance of differences between +B & -B ** ** ** ** ** ** ** ** Protein yield (kg ha-1) Significance of differences +B -B between +B & -B 181.2 366.5 * 155.3 314.6 * 401.3 473.6 * 301.8 429.8 * 302.4 374.9 * 299.5 584.9 * 160.2 350.9 * 197.3 361.6 * �Mean 409.1 654.5 249.9 407.1 -B = Control (0.19 mg kg-1 B content soil), +B= Boron application (0.19 mg kg-1B content soil + 15 kg ha-1 B application) LSD = Least significant difference for comparisons between individual means; C; B x C; indicates cultivar (C) main effect, interaction of B application (B) with cultivars, ** significant at P < 0.01, * significant at P < 0.05. Table 2. Oil yield (kg ha-1 ) and Protein yield (kg ha-1) of8 canola cultivars when grown intwo consecutive years with two levels of B supply (kg B ha-1). Values are means of two years The protein yield of canola cultivars was influenced significantly by B treatment. Boron application significantly (P < 0.01) decreased protein yield in cultivars (Table 2). The highest decrease in protein yield as a result of B treatment was found inthe Spok variety of 54.3 % whilethelowest decrease was inthe Pactol variety by 15.3 %. In this research, the protein contents of the varieties used in the study varied between 20.48 % (Pactol) and 24.73 % (Helios). The highest decrease in protein content as a result of B treatment was found in the Star variety of 15.12 % while the lowest decrease was in the Spok variety by 5.71 %. The highest value in the study in terms of protein content was determined in the Helios variety by 24.73 % and the reaction of this variety to high B treatment emerged in the form of a 12.44 % decrease in protein content (data was not shown). Ilisulu (1970) stated thatthe commonest substance in canola seeds after oil was protein and that it generally constituted one-fifth ofthe seed. Weiss (1983) reported that protein contentin canola seeds was 25 % on average. As some researches (Schuster, 1970; Atakişi, 1977) stated, although protein content may be affected by environmental conditions,they vary to a greatextent depending on the genetic properties of variety. The protein yield of canola is the combined expression of seed protein content and seed yield. Protein yield of canola cultivars was decreased with boron application because of decreased seed yield and protein content of canola cultivars with boron. As a result of this research, Pactol and Star canola cultivars can be successfully grown under high B conditions without important oil and protein yield losses. Both cultivars can be considered B-inefficient. In addition, both cultivars may serve as suitable parental materials for the development of B-inefficient genotypes for B toxicity. Other cultivars showing sensitivity to B toxicity (e.g. Marinka, Briol, Spok and Semu) can be grown under normal B conditions for adequate crop yield. Acknowledgment The financial support from the Turkish State Planning Organization (DPT) (Project No: 1999 K120560) is gratefully acknowledged. References Atakişi, Đ.K. (1977). Çukurova’da yetiştirilebilecek kolza çeşitlerinin önemli tarımsal ve kalite özellikleri araştırmalar. Çukurova Üniv.Zir. Fak. Yıllığı 1, 27-55. üzerine Cartwright, B., & Hirsch, M. (1986). Boron toxicity in barley and wheat - a disorder resembling foliar disease. Dept.Agric., South Aust. Fact Sheet No. FS 8/86. Du, C.W., Wang,Y.H., Xu, F.S., Yang,Y.H., & Wang, H.Y. (2002). Study on the physiological mechanism of boron utilization efficiency in rape cultivars. Journal of Plant Nutrition 25, 231-244. Hocking, P., Norton, R., & Good, A. (2003). Canola nutrition. Canola Australia.www.canolaaustralia.com. Hughes-Games, G. (1991). Boron for field crops. Soil Factsheet. Order No. 631.012-1, Agdex 540. Đlisulu, K. (1970). Fransa ve Almanya’dan getirilen kolza çeşitlerinin Ankara iklim ve toprak şartları altında adaptasyon durumları,tohum verimleri ve diğer bazı özelliklerinin tespiti. Ankara Üniv.Ziraat Fak.Yıllığı 20, 132-157. Liu, W.D. (1995). Microelement nutrition and fertilization in China. China Agric. Press, Beijing, China, pp. 8-36. Mandal, K.G., & Sinha, A.C. (2004). Nutrient management effects on light interception, photosynthesis, growth, dry-matter production and yield of Indian mustard (Brassica juncea). J. Agronomy and Crop Science 190, 119-129. Nable, R.O., Banuelos,G.S. & Paul, J.G. (1997). Boron Toxicity. Plant and Soil 198, 181-189. Rehman, S., Park, T., Kim,Y.J,. Seo, Y.W., & Um, S.J. ( 2006). Inverse relationship between boron toxicity tolerance and boron contents of barley seed and root. Journal of Plant Nutrition 29, 1779-1789. 453 �Schuster, W.(1970). Deviation in fat content of different oil plants. I.Winter rape and sunflower. Field Crops Abst 23, 85. Yau, S.K., & Erskine,W.(2000). Diversity of boron-toxicity tolerance in lentil growth and yield. Genetic Resources and Crop Evolution 47, 55-62. Wang, K., Yang, Y., Bell, R.W., Xue, J.M., Ye, Z.Q., & Wei, Y.Z. (1999). Low risks of toxicity from boron fertilizer in oilseed rape-rice rotations in southeast China. Nutrient Cycling in Agroecosystems. 54, 189-197. Weiss, E.A. (1983). Rapeseed. In Oilseed Crops. Tropical Agricultural Series. Longman Group Limited.UK, pp. 161-216. Yusuf, R.I., & Bullock, D.G. (1993). Effect of several production factors on two varieties of rapeseed in the Central United States. Journal of Plant Nutrition 16 , 1279-1288. 454 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 528 Title A name given to the resource Effects Of Boron Toxicity On The Yield Of Spring Canola Cultıvars Author Author Öztürk, Ö. Soylu, S. Ada, R. Gezgin, S. Babaoglu, M. Abstract A summary of the resource. Eight spring canola cultivars (Brassica napus L. cvs. Marinka, Briol, Pactol, Helios, Star, Prota, Spok and Semu 209/82) were studied in field experiments for their responses to toxic B application at Central Anatolia, Turkey during the 2002 and 2003 growing seasons. The canola cultivars were grown under B moderate deficiency (extractable B 0.56 mg kg-1) and toxic B applied (15 kg B ha-1) conditions. In this study, oil yield and protein yield were investigated. According to the results, oil yield and protein yield varied significantly among the cultivars and B application decreased the oil yield and protein yield by 37.5 % and 38.6 % on average, respectively. Among canola cultivars, Briol, Marinka, and Spok were the most sensitive to B toxicity applications that had the highest oil yield and protein yield decrease when treated with B. On the other hand, Star and Pactol cultivars showed tolerance to B toxicity applications. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/e3a7406b76028941d656b5afb2a04442.pdf dbb30bf2f3c85bfab9f7b96b7295ed0b PDF Text Text Effects of Chicken Manure Application on Olive (Olea europaea) Growth Sabriye Atmaca Akdeniz University Faculty of Agriculture Department of Horticulture Antalya / Turkey Sara Demiral Akdeniz University Faculty of Agriculture Department of Horticulture Antalya / Turkey Salih Ülger Akdeniz University Faculty of Agriculture Department of Horticulture Antalya / Turkey Abstract: In this research, the possibilities of use of chicken wastes which have significant potential in Turkey were investigated in olive orchards. Different doses of solid and liquid chicken manure wastes were applied to high density planted olive trees to determine their effects on plant growth and developing. Trunk diameter development and plant height were measured 3 month cycles during the experiment. Introduction The olive tree (Olea europaea L.) originated from Upper Mesopotamia and Southwest Asia, including a part of South East Anatolia Region of Turkey (Özkaya et al., 2004). Archaeological studies showed that olive cultivation was started in 4000 BC (Ülger, 2010). Olive cultivation in the worldwide is made in Mediterranean Basin with 90% and the rest part in the Latin American countries. Approximately 17 million ton olive is produced from 900 million trees in 9 million hectares of land in the world (Ülger, 2010). In Turkey, according to 2006 data, approximately 1.8 million tons of olive produced from 650.000 hectares of land (Table 2) and 550.000 tones table olives and 170.000 tons olive oil were obtained from this production (Ülger, 2010). High density olive growing, a growing system is made to obtain high-efficiency oil. The system has also significant advantage in terms of early fruiting of trees (usually in 3 years), reduction of trend of alternate-bearing, allowing to mechanical harvest, collecting of fruits untouched by hand and quick processing (Anonymous, 2008). Fertilization is one of the important factors for fruit growing. Fertilization is essential to obtain enough growing and yield. Fruit trees remove nutrients from the soil in significant amounts in yearly. If these removed nutrients can not be substituted the trees show some nutrient deficiency and yield reductions occur. Necessary nutrient supplements should be made to soil to prevent this situation (Anonymous, 2009). In the poultry business, juicy chicken manure is an important environment problem due to its bad smell and overflows of sewage to the environment. Therefore, juicy chicken manure, polluting the environment should be turned organic fertilizer to use in agriculture. U.S. and European developed countries solved this problem by the processing of poultry waste to animal feed and fertilizer in years ago (Dogan, 2003). Many researches have determined nutrient content of chicken manure. Fresh chicken manure contents as 51.9% water and 30.8% organic matter, 1.78% N, 1.78% P, 1% K, 1% Na, 0.07% Ca and 1.6% Mg (Şeker, 2005). Inal et al., (1996) found that the chicken manure had high plant nutrient and they recommend the chicken manure to be used as fertilizer in agriculture. In this study, the effects of different doses of solid and liquid forms of processed chicken manure on tree height and trunk diameter growth in olive (Olea europaea L.) trees were investigated. 150 �Materials and Methods This study was conducted on 3 years old and 4x1.5 m planted “Gemlik” olive trees in Application and Research Field of Faculty of Agriculture, Akdeniz University in 2009-2010. Processed solid chicken manure (PSCM, trade name ORG-M-VIT) and processed liquid commercial manure (PLCM, trade name KAL) were applied to the trees in the experiment. First 0, 1, 2, 4, 6, 8 kg/tree PSCM (Table 1) were applied to the olive trees in March and then 150 mL PLCM were applied to these olive trees in March, April, May, June, July and August (Table 1). Trunk diameter and plant height were measured three months intervals after application. Tree height was determined from ground level by tape measure and trunk diameter was measured from 30 cm above the ground level by calliper. The experiment was designed as randomized block and three replications, and each block has 3 trees. Applications Control 2. application 3. application 4. application 5. application 6. application Application dosages and application dates 0 kg/tree PSCM + 0 PLCM 1 kg/tree PSCM (March) + 150 mL PLCM (March, April, May, June, July, August) 2 kg/tree PSCM (March) + 150 mL PLCM (March, April, May, June, July, August) 4 kg/tree PSCM (March) + 150 mL PLCM (March, April, May, June, July, August) 6 kg/tree PSCM (March) + 150 mL PLCM (March, April, May, June, July, August) 8 kg/tree PSCM (March) + 150 mL PLCM (March, April, May, June, July, August) Table 1. Used dosages and application time of PSCM and PLCM. Results and Discussion The best average tree height developing was obtained from application of 4 kg/tree PSCM in March +150 mL PLCM in March, April, May, June, July, August. The average height of tree was 121 cm at first measuring time, and then the average height was reached 186 cm at the fourth measuring time in the fourth application group trees. The differentiation between the first and fourth measurement was 75 cm. The average smallest tree height developing was determined in sixth application groups with 24 cm differentiation (Figure 1). 200 190 Tree height (cm) 180 1. application 170 2. application 160 3. application 150 4. application 140 5. application 130 6. application 120 110 100 1 2 3 4 Time Figure 1. Average plant height after application of different dosages and application time of PSCM+PLCM 151 �Average trunk diameter and thickness increased depending on time after PSCM+PLCM application. The strongest and weakest body diameter development were observed with 43.70 and 8.25 mm respectively in number 4 applications (4 kg/tree PSCM in March + 150 mL PLCM in March, April, May, June, July, August) and in number 6 applications (8 kg/tree PSCM inMarch+150 mL PLCM in March, April, May, June, July, August) (Figure 2). PSCM+PLCM application positively affected trunk and height development of “Gemlik” olive cultivars. Similarly, positive results were obtained by Polat (2001) in organic lettuce growing, Dogan (2003) in tomato and cucumber seedlings growing and Şeker (2005) in maize development after chicken manure application. Since olive is a perennial plant, the effects of chicken manure may not be seen with one year results. But one year results showed that some dosages of chicken manure had positive effect in terms of plant height and trunk development in olive trees. 45 Trunk diameter (mm) 40 1. application 35 2. application 3. application 30 4. application 5. application 25 6. application 20 15 1 2 3 4 Time Figure 2. Average plant trunk diameter developing after application of different dosages and application time of PSCM+PLCM References Anonymous, 2008. http://www.provedo.com/html/eng/olivo_superintensivo.htm Anonymous, 2009. Meyve Ağaçlarında Gübreleme, Eğirdir Bahçe Kültürleri Araştırma Enstitüsü, www. 3. Ulusal Gübre Sempozyumu. Doğan, D., 2003. Domates ve Hıyar Fidesi Üretiminde Yetiştirme Ortamlarına Katılan Tavuk Gübresinin Fide Gelişimi ve Kalitesine Etkileri. Ankara Universitesi Fen Bilimleri Enstitüsü Yüksek Lisans Tezi, Ankara. Seker, C., Gümüş, I. and Zengin, M., 2005. Mısır Bitkisinin Ilk gelişimine Kompostlaştırılmış Tuzlu Tavuk Gübresinin Etkisi. S.U. Ziraat Fakültesi Dergisi 19 (37): 113-117. Inal, A., Sözüdoğru, S. and Erden, D., 1996. Tavuk Gübresinin Içeriği ve Gübre Değeri. Tarım Bilimleri Dergisi, 2 (3): 45-50. 152 �Ozkaya, M.T., Ergülen, E., Ulger, S. and Ozilbey, N. 2004. Genetic And Biologic Characterization Of Some Olive (Olea Europaea L.) Cultivars Grown in Turkey. Tarım Bilimleri Dergisi, 10(2):231-236. Polat, E., Sönmez, S., Demir, H. and Kaplan, M. 2001. Farklı Organik Gübre Uygulamalarının Marulda Verim, Kalite ve Bitki Besin Maddeleri Alımına Etkileri. Türkiye 2. Ekolojik Tarım Sempozyumu, Antalya, 69-77. Ulger, S. 2010. Subtropik Iklim Meyveleri (Zeytin) Ders Notu. Yayın no:16, Akd. Univ. Zir. Fak. Basım Unitesi. 153 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 345 Title A name given to the resource Effects of Chicken Manure Application on Olive (Olea europaea) Growth Author Author Atmaca, Sabriye Demiral, Sara Ülger, Salih Abstract A summary of the resource. In this research, the possibilities of use of chicken wastes which have significant potential in Turkey were investigated in olive orchards. Different doses of solid and liquid chicken manure wastes were applied to high density planted olive trees to determine their effects on plant growth and developing. Trunk diameter development and plant height were measured 3 month cycles during the experiment. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/4df261675c4351cf5e092b23b49c5af4.docx cffb675170a4c8a73283539a17290848 https://omeka.ibu.edu.ba/files/original/3089b4bfe20407af986e18b51d29695c.pdf e7d894442e0f1153bde6e55831b5c845 PDF Text Text Effects of Computer Use on Motivation in EFL Learning Skills Esin Özdemir Bülent Ecevit University/ Zonguldak, Turkey Key words: Motivation, computer assisted language learning (CALL), grammer, listening, reading ABSTRACT In English as a foreign language (EFL) classrooms, the use of computer networks have introduced unprecedented opportunities for language learners to access and use multimedia materials and to communicate within and beyond the classroom. Over the past 20 years with the application of technology in language classrooms, learners have been expected to be more motivated in a web-based computer assisted language learning program, and improve their comprehensive language ability. Thus, this study aimed to determine the effects of computer assisted language learning (CALL) on motivation of EFL learners in English language learning classrooms. As one of the examples of qualitative study, this paper is a case study and it was used to ascertain four aspects of motivation which were selfconfidence, attention, relevancy with the objectives and satisfaction of EFL learners from the points of grammer, listening and reading skills. The data for this study was collected with the interviews of a sample group including 4 learners of EFL at a University in Black Sea Region. In this qualitative study, with a tape recorder each student was interviewed about the aspects of motivation, and the data was transcribed and coded. At the end of the study it was found that for listening skills the students had a positive attitude toward using computers, but for grammer skills and reading skills they had a negative attitude from the aspects of self-confidence, attention, relavancy with the objectives and satisfaction. Finally, some practical recommendations were noted. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1756 Title A name given to the resource Effects of Computer Use on Motivation in EFL Learning Skills Author Author OZDEMIR, Esin Abstract A summary of the resource. Key words: Motivation, computer assisted language learning (CALL), grammer, listening, reading ABSTRACT In English as a foreign language (EFL) classrooms, the use of computer networks have introduced unprecedented opportunities for language learners to access and use multimedia materials and to communicate within and beyond the classroom. Over the past 20 years with the application of technology in language classrooms, learners have been expected to be more motivated in a web-based computer assisted language learning program, and improve their comprehensive language ability. Thus, this study aimed to determine the effects of computer assisted language learning (CALL) on motivation of EFL learners in English language learning classrooms. As one of the examples of qualitative study, this paper is a case study and it was used to ascertain four aspects of motivation which were self-confidence, attention, relevancy with the objectives and satisfaction of EFL learners from the points of grammer, listening and reading skills. The data for this study was collected with the interviews of a sample group including 4 learners of EFL at a University in Black Sea Region. In this qualitative study, with a tape recorder each student was interviewed about the aspects of motivation, and the data was transcribed and coded. At the end of the study it was found that for listening skills the students had a positive attitude toward using computers, but for grammer skills and reading skills they had a negative attitude from the aspects of self-confidence, attention, relavancy with the objectives and satisfaction. Finally, some practical recommendations were noted. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed